Unit 5 Music 单元教学设计-2024-2025学年高中英语人教版（2019）必修第二册
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| 名称 | Unit 5 Music 单元教学设计-2024-2025学年高中英语人教版（2019）必修第二册 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-03-11 14:53:24 | ||
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新人教版（2019）英语必修二
Unit 5 Music Listening and speaking教学设计
授课主题：讨论喜爱的音乐
授课类型：listening and speaking
授课时长：一个课时（每课时40分钟）
内容分析
活动主题：本版块主题是“讨论喜爱的音乐”（Talk about music preferences）。谈论音乐喜好是中学生的常见话题，他们喜欢各种各样的音乐：有人喜欢西方古典音乐，有人喜欢通俗音乐，有人喜欢中国传统音乐。只要音乐的内容积极向上，学生的爱好都值得尊重和赞赏。
文本分析：听力文本包含三个短对话，是一名记者对三个学生的采访，采访学生喜欢的音乐类型及其原因。三个对话结构大体一致，重点问句是“What kind of music do you like Why ”
学情分析
该班学生整体比较外向，发言比较积极，且思维活跃，但是整体的基础偏弱。在本课前，教师让同学们自己在家中学了Reality这首歌，并抽空在学校给予了辅导，把听力内容的最后一部分Pronunciation的不完全爆破提前进行了讲解。也让同学们提前学习、熟悉了本单元的词汇。因此大部分学生在老师的引导下，能够顺利完成听力部分内容，但在后面的语言输出部分，学生“说”的能力还是较弱，容易犯一些基础性的错误，且思辨能力还有待提升。
教学目标
作为本单元的第一课时，能激发学生对单元主题的学习兴趣。
复习已学词汇并熟悉单元话题词汇：如raise one‘s interest in, keep sb company, a sense of belonging, feel less bored and lonely, enable sb stay motivated and energetic, classical, conductor, perform, band等。
让学生了解基本的音乐类型，以及不同音乐类型给人的不同感受。
学生通过写作分享自己喜欢的歌手或者歌曲并表述原因，在此过程中提高学生的写作能力。
教学重点：了解本单元的重点听力策略---解释策略，它不仅是一种听力策略，在口语、阅读、写作中也常用到，是一种重要的语言学习和交际策略。
活动设计
Activity 1：Lead in
(Enjoy the show) Students sing the song “Reality” together and answer questions
T: How do you feel while singing with your classmates
Ss: relaxed, excited, happy but a little nervous
T: I know some of you are not good at singing. Some of you are not confident about your pronunciation, but this time all of you opened your mouths and tried hard. That is a big step in learning English. That is the power of English. It gives us confidence, raises our interest in learning English, help us improve our pronunciation. (Gives us a sense of belonging). Keeps us company so that we feel less lonely and bored. It also enables us to stay motivated and energetic.
(设计意图：通过合唱歌曲，激发学生的表现能力以及对本单元的学习兴趣。通过问答，了解音乐音乐对我们生活的积极作用并复习相关词汇、短语。）
Activity 2: Types of music
承接上一环节
T: With so many benefits brought by music, there is no wonder that we all like music. As we know, there are various kinds of music in this world, can you name some of them
根据学生回答，完成图表。
（设计意图： 激活学生已有知识，让他们说出不同的音乐类型并熟悉本单元关于音乐的词汇。）
Activity 3: Distinguish different types of music
So here is another question, how can we distinguish different types of music. Now I will show you pieces of music and you tell me what music it is.
在学生回答的时候，教师在ppt上呈现不同音乐类型所拥有的特点，最后得出总结：
We can distinguish them from the way the musicians are singing, how the music makes us feel, musical instruments used and the way performers dress themselves.
（设计意图： 通过分享音乐，猜测该片段音乐所属类型，感受不同音乐带给我们的感受。）
Activity 4: Finish part 1 and part 2 on the textbook
Ask students what the people are doing in the pictures and match the pictures with the correct types of music. After students finish part 2, teacher can ask the following questions.
T: How do you know Picture 1 is about classical music
S: There is a conductor, who usually appears in a symphony orchestra...
T: How do you know Picture 2 is about Chinese traditional music
S: The musical instrument is a Chinese one—-guqin. And the musician is dressed in Chinese traditional clothes.
（设计意图： 简单的核对往往会限制学生的产出，而在核对答案时采用追问的方式，则可以了解学生更多的想法，这时形成的互动是自然而有意义的。。）
Activity 5: Review and learn some listening skills and listen to the material, finish part 3 and 4
Review listening skills:
predict according to questions and choices. (A reporter is interviewing three students about their preferences for music)
Listen for key words( verbs).
Listen carefully and draw lines between the words to make complete sentences.
The first student likes to dance to Chinese traditional songs
The second student likes to listen to classical music
The third student likes to play hip-hop music
Sing country music
（设计意图：让学生阅读活动三的指令语，预测听力内容，注意关键词。学生能通过听力中的语句She says she loves the singer Billy James whose music touches her heart判断出第一个学生喜欢听乡村音乐，通过非直接信息提高学生的文本分析能力。）
Use some examples to introduce a new listening skill—-paraphrase (use easier words to explain something difficult to others or to confirm what you hear)
listen for the second time and finish part 4
Ask all the students to read the listening material to catch more details
（设计意图： 回顾之前学过的听力策略并学习新的听力策略---解释策略，通过本活动，学生能了解采访中学生对于不同音乐类型的喜好以及原因）
Activity 6: Talking---interviewing
Different types of music make us feel differently
What kind of music do you prefer, why What type of music do you not like, and how does it make you feel Students interview each other , fill in the form and present their interview.
Group members Music he/she likes/dislikes reasons
expressions: like/dislike; prefer,...is ones’ favourite; enjoy sth/doing; ...is special to sb;
be crazy about; be a fan of...
reasons for liking music: touch my heart/soul; sound peaceful/beautiful; keep me company
make me happy/want to dance; give me energy/hope/courage; remove my tiredness
remind me of home/family/friends; help exercise/study
Example
A: What kind of music do you like
B: I like techno music
A: What makes it so special to you
B: I like to listen to it when I exercise. It gives me energy.
（设计意图： 学生完成第五部分的听力活动后，对音乐类型有了较深入的了解，借助活动六，深化和巩固学生对于音乐类型的理解，练习用英语表达自己的音乐喜好和理由。同时，教师给予的短语和句型也能帮助学生更好的巩固本单元的相关语言知识点。学生在讨论的过程中也能明白对于音乐类型的不同喜好没有好坏，只要是积极向上的，都值得鼓励和赞赏）
Activity 7: Share
Share two of the passages students wrote about their favourite singers and songs. 从而得出以下结论Music does bring us fun, energy, hope and courage, but it does more than that.
通过学生分享的两篇文章(可以让两位学生朗读文章) My favourite singer—-Jay Chou, My favourite song—-New boy得出以下结论：Music connects people born in different generations; In music, we see the past as well as the present.
教师用语（Jay was born in 1979, and he is thought to be the idol of people born in 1980s, but actually he is also loved by teenagers who are as old as you, so you see, music narrows the generation gap between people. As for the song New Boy, it was originally composed by Pushu, but suddenly became popular last year. The lyrics describe the growth of a boy and his desire for a better life, so in music, we see the past as well as the present.
（设计意图： 本环节的设置可以让学生更好的了解学生，也让学生体会到音乐的更大魅力---他能缩小代沟，让我们通过音乐了解不同人的故事，看到过去的同时也看到未来。）
Activity 8: Thinking
T: We are lucky enough to sit here and sing songs together. As we know, the war between Ukraine and Russia is still going on, and the whole world is still struggling with Covid-19.
So when war breaks out or a disease hits a place, cities are locked down, people are stuck at home, how can they sing together to cheer each other up
Ss: The Internet
T: So how does the Internet change the way we enjoy music
（设计意图和核心素养：让学生意识能愉快地坐在教室里上课，唱歌是一件非常幸福的事，通过跟战争之下，疫情之中的孩子们相比，他们是无比的幸运，同时也通过最后的问题为本单元的阅读课---虚拟合唱团做好铺垫工作。）
The Virtual Choir教学设计
主题语境：人与社会之音乐
语篇类型：说明为主，叙事为辅
文本分析：本文属于“人与社会”主题语境，体裁以说明为主，叙事为辅，介绍了虚拟合唱团及其创始人Eric Whitacre。本文共四段，第一段主要介绍了组成虚拟合唱团的关键要素和影响，第二段以时间顺序介绍了创始人Eric Whitacre的经历，第三段说明创立的条件，第四段总结虚拟合唱团的作用和意义，从而呼应第一段。本文通过 connect ordinary people together, global community, positive influence, worldwide phenomenon, one voice, better place等主题语言，展现了虚拟合唱团对人们生活的积极影响，表达了作者对虚拟合唱团的赞赏之情。文本中多次用到直接引语和数据，凸显信息的真实性，另外，过渡句的使用，体现了上下文衔接自然。
课时目标：本文属于Reading and Thinking，因此本节课的教学目标以培养学生的阅读策略，提高学生的思维能力，树立正确的价值观为主，在本课学习结束时，学生能够：
1.根据文本标题和图片，预测文本的主要内容；
2.通过略读，提取语篇的关键信息或中心句，归纳各段大意；
3.通过寻读，梳理关于虚拟合唱团的影响、创始人及其创立的具体信息，分析概括其成功的原因；
4.在阅读过程中，学会分析过渡句的功能，了解引用、数据的作用；
5.基于本堂课所学，借助思维导图，有逻辑地组织信息，发表个人观点；
6.形成正确的价观值，了解虚拟合唱团的积极作用，树立普通人通过努力也能成就非凡事业的观念。
教学过程：
Activity1: Lead-in.
T shares a song with Ss, showing music has its magic.
Free talk: Ss like listening to music and singing songs, so ask them: What are the ways for you to experience music
Video time: Share a short video to make them know something about the virtual choir.
【设计意图】：利用音乐导入，感受音乐的魅力，激活学生关于音乐的认识。学生谈论体验音乐的不同形式，引出互联网带来的便利，为下文分析虚拟合唱团成立的条件做好铺垫。观看小视频使学生对虚拟合唱团形成初步感知，引出本堂课的话题。
Activity2: Make predictions.
T asks Ss to look at the title and the picture and answer: If you were the writer, what would you write about this topic(The Virtual Choir)
【设计意图】：让学生依据标题和插图进行预测，形成阅读期待，为下文的阅读做好准备。
Activity3: Skim for the main idea of each paragraph.
Skim the text and find the main idea of each paragraph.
【设计意图】：学生通过略读验证自己的预测是否正确，运用略读策略定位每段的关键信息或中心句，从而培养学生对文本的整体理解能力和概括能力。
Activity4: Scan for details.
Para.1
Scan and find out the specific information: what, who, where, how, why
Analyze the function of the quote: “Music helps me to... forget my problem. With music, I become someone else”.
Para.2
Scan and circle times, and find out what happened to Eric Whitacre at each time.
Analyze the transitional sentence: This led to the creation of the virtual choir.
Analyze Eric’s qualities that led to the creation of the virtual choir.
How to understand Eric’s words, “It was like seeing color for the first time.”
Para.3
Scan and find out what else led to the creation of the virtual choir.
Analyze the function of using figures.
Introduce the UNICEF, and make Ss know the ordinary can become extraordinary.
Sum up the elements leading to the success of the virtual choir.
【设计意图】：在寻读过程中，以问题链引导学生阅读，使学生有针对性地提取细节信息，有助于提高学生的阅读技能。通过对过渡句、引用等的分析，了解Eric如何从喜爱——专业——受欢迎，一步步成就虚拟合唱团，引导学生珍惜在学校接受教育的美好时光，既是德育渗透，也是加强阅读策略的指导。基于文本内容分析推断虚拟合唱团成立的多方面因素，培养学生的高阶思维能力。通过对UNICEF的介绍，拓宽学生的国际视野，增强学生的责任感。
Activity5: Further-thinking and discussion.
How to understand “sing with one voice”
Discuss why the virtual choir can make the world a better place.
【设计意图】：通过分析“one voice”，培养学生分析文本言外之意的能力。通过分析虚拟合唱团的作用和意义，使学生了解首尾段呼应的文本结构，增强学生的语篇意识。
Activity6: Summary and retell.
T sums up the text and asks Ss to retell the text referring to the mind map.
Explain the meaning of the virtual choir.
End the class with a saying from Leo Tolstoy “Wisdom comes from diligence, and greatness comes from the ordinary.”
【设计意图】：学生在学习文本后，借助思维导图进行复述，内化课堂所学。通过分析虚拟合唱团的意义，结合托尔斯泰的名言，传递给学生“普通人也能成为非凡的人”这一人生哲理，渗透德育教育。
Assignment
Write a summary of the text referring to the mind map.
Search the Internet to get more information about the virtual choir.
【设计意图】：结合文本内容，将口头输出落实为笔头输出，从而巩固和内化所学知识。课外搜索更多的相关信息，鼓励学生在英语学习过程中拓宽学习渠道，获取并储备更多的课外知识。
新人教版（2019）英语必修二
Unit 5 Discovering Useful Structures教学设计
课题 Period 3 Discovering Useful Structures 单元 Unit 5 Music 学科 English
教材 分析 During this period, the class will focus on discovering useful structures. Students are expected to get insight into feelings. The teachers would inspire students to know past participles.
教学目标与核心素养 Knowledge objectives: Enable the students focus on structures. Skill objectives: Help the students get insight into feelings. Emotional objectives: Improve students’ sense of sharing. Thinking quality objectives: Inspire the students to express feelings correctly.
重点 Master the usage of key words and phrases. Improve the students’ ability to identify past participles.
难点 Let students master how to use past participles.
教学过程
教学环节 教师活动 学生活动 设计意图
Daily routine
Step 1 Warm up Teacher greets the whole class as usual. Activate students and remind them to concentrate.
Step 2 Preview check Teacher asks students the meaning of words, phrases and knowledge points learnt last lesson. Students answer the questions loudly together. Check the teaching situation of last lesson quickly. Help Students consolidate the knowledge points.
Lead-in
Step 3 Video: Express happy feelings Teacher shows a video. Do you know how to express feelings Let’s role-play the situation in the short video! After getting the information and the meaning of the new words, answer the questions. Use pictures to catch Students’ attention. Expand their horizons and spark their interest.
Step 4 New words Teacher explains the meaning of the new words, and asks students to translate the meaning of the whole sentence. album romantic Education is a gradual process. gradually adv. Henry was still capable of writing compositions. be capable of doing sth He found that creating music was a relief and cure for his illness. relieve vt. Many bad habits can be especially difficult to cure because they are likely to form at a very young age. cure sb of sth He was so absorbed in thought that he ran against a passer-by. be lost in I couldn’t believe it when I heard the news. I had only seen him the previous day. previously adv. Dave was unemployed so he had time to consider what job he really wanted. employed adj. To tell the truth，smoking has a bad impact on one’s health/ have an impact on Filled with team spirit，they act as a whole，always aiming for glory. aimless adj. Teach the meaning of new words.
Step 5 Let’s play Teacher choses students to answer the questions. Actually, we are capable of _________(prevent) the disease from spreading. To her _________, her younger brother recovered quickly after operation. There has been ________________（逐步的变化）in climate. Confucius believed knives would remind people __________ killings and were too violent for use at the table. ［2016·全国Ⅲ卷］ _________ in painting，John didn’t notice evening approaching.［2015·天津卷 __________ to the conference we had discussed the issue among ourselves in order to express our ideas clearly. The woman was employed _____________（watch）over the old during his absence. keys: preventing relief a gradual change of Absorbed Previous to watch Familiarize the new words Clear the tackle of next step.
Useful Structures
Step 6 Let’s learn Teacher shows the questions and asks students to answer. Look at the following sentences and underline the past participles. Find more of them in the text. In pairs, discuss their functions. Born in the USA on 2 January 1970, Whitacre began studying music at the University of Nevada in 1988. Moved by this music, he said, "It was like seeing color for the first time." keys: born moved Rewrite the story using past participles as the adverbial. EXAMPLE The Silver Hall is usually used for singing performances and is full of cheers and energy. Usually used for singing performances, the Silver Hall is full of cheers and energy. Henry was highly interested in music and began to write original compositions when he was in high school. They were pleased with his music and songs and finally invited him to perform in the Silver Hall. Though he was affected by gradual blindness soon after the performance, Henry was still capable of writing compositions and he found that creating music was a relief and cure for his illness. When he got absorbed in his world of music, he felt as if he could "see" the beauty of the world around him, like he had in his previous life. keys: Highly interested in music, Henry began to write original compositions ... Pleased with his music and songs, they finally invited him to perform in the Silver Hall. Though affected by gradual blindness soon after the performance, Henry was still capable of ... Absorbed in his world of music, he felt as if ... Find out the differences in meaning and function between the newly written sentences and the original ones. Match the sentence halves and rewrite each sentence beginning with a past participle. The room had been painted in dark colours Dave was unemployed The girl was moved by his romantic words He was corrected by his teacher from time to time The album was recorded in a new way He was invited to perform on the stage so he had time to consider what job he really wanted. so he felt nervous and excited. so it was expected to be popular with techno fans. so she accepted his gift. so it needed some bright lights. so he lost interest in singing. Keys: EADFCB Painted in dark colours, the room needed some bright lights. Unemployed, Dave had time to consider what job he really wanted. Moved by his romantic words, the girl accepted his gift. Corrected by his teacher from time to time, he lost interest in singing. Recorded in a new way, the album was expected to be popular with techno fans. Invited to perform on the stage, he felt nervous and plete the passage with the words in brackets in their correct forms. Well known as a successful band, the Impact members show quite a few striking qualities. They never ever give up. When __________ (question) by the media, they are not __________ (discourage) and practise even harder. They are improving themselves by attending several master training classes. They are united. __________ (fill with) team spirit, they act as a whole, always aiming for glory. Keys: questioned discouraged Filled with Do the practice and express the reasons. Familiarize students with key structures. Exercise students’ structures using skills.
Step 7 Past participles I never thought I was talented at anything to do with music. The audience were amazed by the beautiful music the six-year-old pianist played. My cousin is very interested in painting. Born in the USA on 2 January 1970, Whitacre began studying music at the University of Nevada in 1988. Moved by this music, he said, "It was like seeing color for the first time.’’ Well known as a successful band, the Impact members show quite a few striking abilities. Practice Complete these sentences with the correct forms of the words in italics. It is important to speak English as much as possible, but it frightens many students. ___________ to speak in front of so many people, they miss a lot of chances for improvement. Great people are strongly influential. ____________ by their beliefs and qualities, we are trying to make a difference. It was a long, tiring climb. Very _____________, I slid into bed and fell fast asleep that night. Thank you for sharing your new song with us. Once ____________ with the public, it proved to be wonderful. They came from all over the world for one performance. ____________ by so many top musicians, the song sounded different this time. keys: Frightened Influenced tired shared Performed Join the sentences by using past participles. I am given the opportunity to perform alone on video. I will enjoy the experience. He was presented with the Player of the Year Award. Sam completed the final year of his career with great satisfaction. Whitacre was inspired by his fans. He continued with his original compositions. These videos were uploaded onto the Internet. They soon became popular. They were invited to be volunteers at the music festival. They are learning a lot from this opportunity. They are connected by virtual music. They often perform and write musical compositions together online. keys： Given the opportunity to perform alone on video, I will enjoy the experience. Presented with the Player of the Year Award, Sam completed the final year of his career with great satisfaction. Inspired by his fans, Whitacre continued with his original compositions. Uploaded onto the Internet, these videos soon became popular. Invited to be volunteers at the music festival, they are learning a lot from this opportunity. Connected by virtual music, they often perform and write musical compositions together online. Students learn the useful structures. Get the useful structures.
Step 8 How to describe situations even if used for emphasizing that although something may happen or may be true, another situation remains the same far from used for saying that the real situation is the opposite of what you mention in any case whatever the situation is or will be in reality used for saying that the true situation is different from what has been said or thought in someone’s place used for talking about what you would do if you were in the same situation as someone else Learn expressions. Voice their opinions. Practice their team spirit. Practice their thinking skill and imagination. Practice their speaking and listening.
Step 9 Language points Teacher explains the language points and makes some exercise. 1. gradual adj. 逐渐的；渐进的 gradual growth a gradual process 逐渐成长 一个循序渐进的过程 There has been ________________（逐步的变化）in climate. The girl used to be shy，but is _________（gradual）getting active in group work and is more willing to express herself. keys: a gradual change gradually How are you getting on ________ A. gradually B. quickly C. recently D. fortunately keys: C 2. capable adj. 有能力的；有才能的 be capable of (doing) sth 有能力（做）某事 The pianist ________________（能）playing various songs on the piano；he leads a romantic life. Actually，we ______________________（有能力阻止） the disease from spreading. keys: is capable of are capable of preventing The job will be offered to _____ is capable of performing it well. A. who B. whoever C. no matter who D. anyone keys: B 3. relief n. （焦虑、痛苦的）减轻或消除；
（不快过后的）宽慰、轻松或解脱 in relief to one’s relief What a relief! 如释重负；松了口气 令某人欣慰的是 终于放心了！ To her ________，the salesgirl still helps that old lady. A. surprise B. relief C. delight D. credit keys: D A惊讶；B欣慰；放松；C高兴；D荣誉,赞扬,功劳；信誉；结合句意可知D正确。句意：值得赞扬的是，那位销售人员仍然在帮助那位老年人。 She smiled ________ relief after she heard her son had been admitted to Tsinghua University. —Don’t worry，Mum. The doctor said it was only the flu. —What _____ relief! I’ll tell Dad there’s nothing serious. keys: in a 4. cure vt. 治愈；治好（疾病）；解决（问题）
n. 药物；治疗；（解决问题、改善糟糕情况的）措施 cure 强调“治愈”这一结果，而treat 强调治疗的过程 cure sb of sth a cure for… 治愈某人的疾病 …的治疗方法 The doctor cured him ________ his headache. He found that creating music was a relief and cure ________ his illness. keys: of for If I take this medicine twice a day, it should _______ my cold. A．heat B．cure C．treat D．help keys: B 本题考查动词。题意：假如这种药我一天吃两次，它就可以治愈我的感冒。cure“治疗，治愈”，尤其指用药物治愈疾病。treat治疗但不一定痊愈。故选B。 5. absorbed in sth/sb 被…吸引住；专心致志 be absorbed in be lost in be buried in be occupied in 全神贯注于；热衷于 陷于；为…所吸引 埋头于；专心于 忙于 With the children making so much noise outside，I can’t get absorbed ______ my study. He was so ___________（absorb）in thought that he ran against a passer-by. I decided to concentrate my efforts ______ finding a good job. keys: in absorbed on _______ his business, he had little time to have fun with his little daughter. A．Absorbed in B．Be addicted in C．Being absorbed in D．Occupying with keys: A 考查过去分词短语作状语。be absorbed in doing专心于某事，句意：他专心于他的生意，他没有时间和他的小女儿一起玩。故选A 6. previous adj. 先前的；以往的
previous to 在…以前 Previous to _________（leave）for France，he studied a lot about the country. Although he only joined the company last year，he is senior _______ me already. keys: leaving to (2013·高考浙江卷)Mary worked here as a ________ secretary and ended up getting a full time job with the company. A．pessimistic B．temporary C．previous D．cautious keys: B pessimistic悲观的；temporary临时的，暂时的；previous先前的，以往的；cautious小心谨慎的。 题干的意思是：“玛丽曾在这儿做临时秘书，但最终在这家公司得到了一份全职工作。” 7. unemployed adj. 失业的；待业的 the unemployed 失业者（一类人） employ vt. 雇佣；使用
employment n. 就业；工作；使用 employ sb. as sth. be employed in doing sth = employ oneself in doing sth out of employment = out of work 雇佣某人做某事 从事某事；忙于某事 失业 I think you’d better _____ your spare time better. A. employ B. hire C. take D. share keys: A The woman was employed __________（watch）over the old during his absence. She has been employed _________ a secretary in a big company in Shanghai. keys: to watch as 8. impact n. 巨大影响；强大作用；冲击力 have an impact on/upon impact on/upon 对…有影响 对…有影响 A study shows drinking coffee before exercise has a negative impact __________ heart. Somehow she had a serious disease，which had a great impact __________ her previous life. keys: on/upon on/upon No one has had _____ greater impact on ______ Western civilization than the ancient Greeks. A．a; the B．a ; / C．the ; / D．/ ; the keys: B 9. aim n. 目的；目标
vi. & vt. 力求达到；力争做到；瞄准
vt. 目的是；旨在 with the aim of achieve one’s aim take aim at be aimed at 带有…的目标 实现某人的目标 瞄准…旨在… 目的是；针对 We visited schools _________ the aim of getting young people interested in theatre. All our projects aim __________（promote）the development of poor and remote communities. ［2019·北京卷］ keys: with to promote The World Wide Fund for Nature is an organization _____ aim is to protect wildlife. A．who B．where C．which D．whose keys: D Help students know about the knowledge points deeper. Let students know how to use these words and phrases.
Step 10 Exercise Teacher asks students to fill the gap plete these sentences with the correct forms of the verbs. ____________ (give) some advice by a famous musician, the young singer was not (worry) about his performance any more. Thousands of ____________(excite) fans welcomed the ____________(respect) songwriter. The ___________(alarm) passengers rushed to help the __________(injure) woman. ___________(move) by the peaceful music, he decided to study classical music in university. __________(form) by some teenagers, the band soon became popular among students __________(interest) in hip-hop. The top of the mountain is ___________ (cover) with snow for most of the year. Those good old days are ____________(go) forever! keys: Given; worried excited, respected alarmed; injured Moved Formed, interested covered gone
Summary and Homework
Step 11 Summary Teacher leads students to have a summary of this lesson. Language points gradual, capable, relief, cure, absorbed in sth/sb, previous, unemployed, romantic, album, impact, aim Others: Past participles Express feelings Describe situations Follow the teacher’s thinking flow and read the words and phrases loudly. Consolidate students’ knowledge. Form knowledge system.
Step 12 Homework Finish the exercises on your exercise book. Take notes. Consolidate Students’ knowledge and prepare for the following lesson.
板 书 Unit 5 Music Period 3 Discover useful structures Language points gradual, capable, relief, cure, absorbed in sth/sb, previous, unemployed, romantic, album, impact, aim Others: Past participles Express feelings Describe situations
M2U5 Reading for writing教学设计
课型 Reading for writing
Aims By the end of this lesson, students will be able to: 1. master following new words and phrases: stringed, classical, perform, performer, touch my soul, give me energy, remind me of home, run food stand, set up equipment； 2. learn some important rhetorical devices（like repetition, simile, metaphor, personification,quote,etc）； 3. express their preference for music using the rhetorical devices they learn and their willing to take part in the school music festival fluently
Focus 1. learn some important rhetorical devices（like repetition, simile, metaphor, personification,quote,etc）； 2. express their preference for music using the rhetorical devices they learn and their willing to take part in the school music festival fluently
Difficulty Help students express their preference for music using the rhetorical devices they’ve learnt.
Procedures Step 1 Lead-in by free talk after watching a short video 1.T: How can music help you Ss: touches my soul/heart; gives encouragement/energy/hope/confidence...; provides joy/peace/happiness…; makes me feel relaxed/happy...; helps me remember/forget...; reminds me of home/people/...I love; keeps me company when..., keeps worries away when...; Intentions: Use the video to arouse what the students have already known about the topic to pave the way for later learning. 2.T: What would you like to know about a passage Ss: What’s the type of the text What’s the topic of the text What’s the structure of the text（main idea of each paragraph） What’s the background of the text Why did the author write the text What can we learn from the text Intentions: With the above tasks, students are clearer about what they are going to read for. Step 2 While you read Focus on Para.1 and answer the following questions: Q1: What’s the type of the text How do you know Q2: What’s the main idea of this paragraph Focus on Para.2 and answer the following questions: Q1: What was Sarah's problem Q2: How did music help her during her difficult time Focus on Para.3 and answer the following questions: Q1: How do you like the language above Q2: What rhetorical devices (修辞手法) are used here 1. Metaphor(暗喻) ＊It was a rock I leant on to become strong and to get through those hard times. ＊Music is the medicine for the breaking heart. 2. Simile（明喻） ＊Living without an aim is like sailing without a compass(指南针). ＊Life is like riding a bicycle. To keep your balance, you must keep moving. --- Albert Einstein ＊As busy as a bee ＊As white as snow 3. Personification(拟人) ＊I walked home happily, birds singing beautiful songs and leaves dancing in the breeze. ＊The sun stretched(伸展) its golden arms, climbed above the mountains, and smiled down on us. 4. Quotes （引言）for music As Hans Christian Anderson said, “Where words fail, music speaks.” As Henry Wadsworth Longfellow put it, “Music is the universal language of mankind.” 5.Rhetorical question（疑问,反问） ＊Have you ever faced a time when things looked dark and you had no hope at all（Para.2） ＊If winter comes, can spring be far behind 6. Repetition（重复） Music gave me happiness... Music gave me strength and brought me relief... Music gave me hope and a sense of satisfaction...(Para.3) Music keeps us company when we're lonely ; Music removes all the worries when we're upset; Music inspires us when we're under great pressure. Step 3 After you read Structure of the passage writing Assignments Write a speech about your feelings about music based on the language and structure we’ve learnt today.
Reflections Will the students be motivated Will the students obtain the knowledge showed in the passage Will the students fully understand the deep meaning of this passage Will the students apply what they learnt during this class in their writing or even their later English learning …
Blackboard Design M2U5 Music—Reading for writing
Unit 5 Music Listening and speaking教学设计
授课主题：讨论喜爱的音乐
授课类型：listening and speaking
授课时长：一个课时（每课时40分钟）
内容分析
活动主题：本版块主题是“讨论喜爱的音乐”（Talk about music preferences）。谈论音乐喜好是中学生的常见话题，他们喜欢各种各样的音乐：有人喜欢西方古典音乐，有人喜欢通俗音乐，有人喜欢中国传统音乐。只要音乐的内容积极向上，学生的爱好都值得尊重和赞赏。
文本分析：听力文本包含三个短对话，是一名记者对三个学生的采访，采访学生喜欢的音乐类型及其原因。三个对话结构大体一致，重点问句是“What kind of music do you like Why ”
学情分析
该班学生整体比较外向，发言比较积极，且思维活跃，但是整体的基础偏弱。在本课前，教师让同学们自己在家中学了Reality这首歌，并抽空在学校给予了辅导，把听力内容的最后一部分Pronunciation的不完全爆破提前进行了讲解。也让同学们提前学习、熟悉了本单元的词汇。因此大部分学生在老师的引导下，能够顺利完成听力部分内容，但在后面的语言输出部分，学生“说”的能力还是较弱，容易犯一些基础性的错误，且思辨能力还有待提升。
教学目标
作为本单元的第一课时，能激发学生对单元主题的学习兴趣。
复习已学词汇并熟悉单元话题词汇：如raise one‘s interest in, keep sb company, a sense of belonging, feel less bored and lonely, enable sb stay motivated and energetic, classical, conductor, perform, band等。
让学生了解基本的音乐类型，以及不同音乐类型给人的不同感受。
学生通过写作分享自己喜欢的歌手或者歌曲并表述原因，在此过程中提高学生的写作能力。
教学重点：了解本单元的重点听力策略---解释策略，它不仅是一种听力策略，在口语、阅读、写作中也常用到，是一种重要的语言学习和交际策略。
活动设计
Activity 1：Lead in
(Enjoy the show) Students sing the song “Reality” together and answer questions
T: How do you feel while singing with your classmates
Ss: relaxed, excited, happy but a little nervous
T: I know some of you are not good at singing. Some of you are not confident about your pronunciation, but this time all of you opened your mouths and tried hard. That is a big step in learning English. That is the power of English. It gives us confidence, raises our interest in learning English, help us improve our pronunciation. (Gives us a sense of belonging). Keeps us company so that we feel less lonely and bored. It also enables us to stay motivated and energetic.
(设计意图：通过合唱歌曲，激发学生的表现能力以及对本单元的学习兴趣。通过问答，了解音乐音乐对我们生活的积极作用并复习相关词汇、短语。）
Activity 2: Types of music
承接上一环节
T: With so many benefits brought by music, there is no wonder that we all like music. As we know, there are various kinds of music in this world, can you name some of them
根据学生回答，完成图表。
（设计意图： 激活学生已有知识，让他们说出不同的音乐类型并熟悉本单元关于音乐的词汇。）
Activity 3: Distinguish different types of music
So here is another question, how can we distinguish different types of music. Now I will show you pieces of music and you tell me what music it is.
在学生回答的时候，教师在ppt上呈现不同音乐类型所拥有的特点，最后得出总结：
We can distinguish them from the way the musicians are singing, how the music makes us feel, musical instruments used and the way performers dress themselves.
（设计意图： 通过分享音乐，猜测该片段音乐所属类型，感受不同音乐带给我们的感受。）
Activity 4: Finish part 1 and part 2 on the textbook
Ask students what the people are doing in the pictures and match the pictures with the correct types of music. After students finish part 2, teacher can ask the following questions.
T: How do you know Picture 1 is about classical music
S: There is a conductor, who usually appears in a symphony orchestra...
T: How do you know Picture 2 is about Chinese traditional music
S: The musical instrument is a Chinese one—-guqin. And the musician is dressed in Chinese traditional clothes.
（设计意图： 简单的核对往往会限制学生的产出，而在核对答案时采用追问的方式，则可以了解学生更多的想法，这时形成的互动是自然而有意义的。。）
Activity 5: Review and learn some listening skills and listen to the material, finish part 3 and 4
Review listening skills:
predict according to questions and choices. (A reporter is interviewing three students about their preferences for music)
Listen for key words( verbs).
Listen carefully and draw lines between the words to make complete sentences.
The first student likes to dance to Chinese traditional songs
The second student likes to listen to classical music
The third student likes to play hip-hop music
Sing country music
（设计意图：让学生阅读活动三的指令语，预测听力内容，注意关键词。学生能通过听力中的语句She says she loves the singer Billy James whose music touches her heart判断出第一个学生喜欢听乡村音乐，通过非直接信息提高学生的文本分析能力。）
Use some examples to introduce a new listening skill—-paraphrase (use easier words to explain something difficult to others or to confirm what you hear)
listen for the second time and finish part 4
Ask all the students to read the listening material to catch more details
（设计意图： 回顾之前学过的听力策略并学习新的听力策略---解释策略，通过本活动，学生能了解采访中学生对于不同音乐类型的喜好以及原因）
Activity 6: Talking---interviewing
Different types of music make us feel differently
What kind of music do you prefer, why What type of music do you not like, and how does it make you feel Students interview each other , fill in the form and present their interview.
Group members Music he/she likes/dislikes reasons
expressions: like/dislike; prefer,...is ones’ favourite; enjoy sth/doing; ...is special to sb;
be crazy about; be a fan of...
reasons for liking music: touch my heart/soul; sound peaceful/beautiful; keep me company
make me happy/want to dance; give me energy/hope/courage; remove my tiredness
remind me of home/family/friends; help exercise/study
Example
A: What kind of music do you like
B: I like techno music
A: What makes it so special to you
B: I like to listen to it when I exercise. It gives me energy.
（设计意图： 学生完成第五部分的听力活动后，对音乐类型有了较深入的了解，借助活动六，深化和巩固学生对于音乐类型的理解，练习用英语表达自己的音乐喜好和理由。同时，教师给予的短语和句型也能帮助学生更好的巩固本单元的相关语言知识点。学生在讨论的过程中也能明白对于音乐类型的不同喜好没有好坏，只要是积极向上的，都值得鼓励和赞赏）
Activity 7: Share
Share two of the passages students wrote about their favourite singers and songs. 从而得出以下结论Music does bring us fun, energy, hope and courage, but it does more than that.
通过学生分享的两篇文章(可以让两位学生朗读文章) My favourite singer—-Jay Chou, My favourite song—-New boy得出以下结论：Music connects people born in different generations; In music, we see the past as well as the present.
教师用语（Jay was born in 1979, and he is thought to be the idol of people born in 1980s, but actually he is also loved by teenagers who are as old as you, so you see, music narrows the generation gap between people. As for the song New Boy, it was originally composed by Pushu, but suddenly became popular last year. The lyrics describe the growth of a boy and his desire for a better life, so in music, we see the past as well as the present.
（设计意图： 本环节的设置可以让学生更好的了解学生，也让学生体会到音乐的更大魅力---他能缩小代沟，让我们通过音乐了解不同人的故事，看到过去的同时也看到未来。）
Activity 8: Thinking
T: We are lucky enough to sit here and sing songs together. As we know, the war between Ukraine and Russia is still going on, and the whole world is still struggling with Covid-19.
So when war breaks out or a disease hits a place, cities are locked down, people are stuck at home, how can they sing together to cheer each other up
Ss: The Internet
T: So how does the Internet change the way we enjoy music
（设计意图和核心素养：让学生意识能愉快地坐在教室里上课，唱歌是一件非常幸福的事，通过跟战争之下，疫情之中的孩子们相比，他们是无比的幸运，同时也通过最后的问题为本单元的阅读课---虚拟合唱团做好铺垫工作。）
The Virtual Choir教学设计
主题语境：人与社会之音乐
语篇类型：说明为主，叙事为辅
文本分析：本文属于“人与社会”主题语境，体裁以说明为主，叙事为辅，介绍了虚拟合唱团及其创始人Eric Whitacre。本文共四段，第一段主要介绍了组成虚拟合唱团的关键要素和影响，第二段以时间顺序介绍了创始人Eric Whitacre的经历，第三段说明创立的条件，第四段总结虚拟合唱团的作用和意义，从而呼应第一段。本文通过 connect ordinary people together, global community, positive influence, worldwide phenomenon, one voice, better place等主题语言，展现了虚拟合唱团对人们生活的积极影响，表达了作者对虚拟合唱团的赞赏之情。文本中多次用到直接引语和数据，凸显信息的真实性，另外，过渡句的使用，体现了上下文衔接自然。
课时目标：本文属于Reading and Thinking，因此本节课的教学目标以培养学生的阅读策略，提高学生的思维能力，树立正确的价值观为主，在本课学习结束时，学生能够：
1.根据文本标题和图片，预测文本的主要内容；
2.通过略读，提取语篇的关键信息或中心句，归纳各段大意；
3.通过寻读，梳理关于虚拟合唱团的影响、创始人及其创立的具体信息，分析概括其成功的原因；
4.在阅读过程中，学会分析过渡句的功能，了解引用、数据的作用；
5.基于本堂课所学，借助思维导图，有逻辑地组织信息，发表个人观点；
6.形成正确的价观值，了解虚拟合唱团的积极作用，树立普通人通过努力也能成就非凡事业的观念。
教学过程：
Activity1: Lead-in.
T shares a song with Ss, showing music has its magic.
Free talk: Ss like listening to music and singing songs, so ask them: What are the ways for you to experience music
Video time: Share a short video to make them know something about the virtual choir.
【设计意图】：利用音乐导入，感受音乐的魅力，激活学生关于音乐的认识。学生谈论体验音乐的不同形式，引出互联网带来的便利，为下文分析虚拟合唱团成立的条件做好铺垫。观看小视频使学生对虚拟合唱团形成初步感知，引出本堂课的话题。
Activity2: Make predictions.
T asks Ss to look at the title and the picture and answer: If you were the writer, what would you write about this topic(The Virtual Choir)
【设计意图】：让学生依据标题和插图进行预测，形成阅读期待，为下文的阅读做好准备。
Activity3: Skim for the main idea of each paragraph.
Skim the text and find the main idea of each paragraph.
【设计意图】：学生通过略读验证自己的预测是否正确，运用略读策略定位每段的关键信息或中心句，从而培养学生对文本的整体理解能力和概括能力。
Activity4: Scan for details.
Para.1
Scan and find out the specific information: what, who, where, how, why
Analyze the function of the quote: “Music helps me to... forget my problem. With music, I become someone else”.
Para.2
Scan and circle times, and find out what happened to Eric Whitacre at each time.
Analyze the transitional sentence: This led to the creation of the virtual choir.
Analyze Eric’s qualities that led to the creation of the virtual choir.
How to understand Eric’s words, “It was like seeing color for the first time.”
Para.3
Scan and find out what else led to the creation of the virtual choir.
Analyze the function of using figures.
Introduce the UNICEF, and make Ss know the ordinary can become extraordinary.
Sum up the elements leading to the success of the virtual choir.
【设计意图】：在寻读过程中，以问题链引导学生阅读，使学生有针对性地提取细节信息，有助于提高学生的阅读技能。通过对过渡句、引用等的分析，了解Eric如何从喜爱——专业——受欢迎，一步步成就虚拟合唱团，引导学生珍惜在学校接受教育的美好时光，既是德育渗透，也是加强阅读策略的指导。基于文本内容分析推断虚拟合唱团成立的多方面因素，培养学生的高阶思维能力。通过对UNICEF的介绍，拓宽学生的国际视野，增强学生的责任感。
Activity5: Further-thinking and discussion.
How to understand “sing with one voice”
Discuss why the virtual choir can make the world a better place.
【设计意图】：通过分析“one voice”，培养学生分析文本言外之意的能力。通过分析虚拟合唱团的作用和意义，使学生了解首尾段呼应的文本结构，增强学生的语篇意识。
Activity6: Summary and retell.
T sums up the text and asks Ss to retell the text referring to the mind map.
Explain the meaning of the virtual choir.
End the class with a saying from Leo Tolstoy “Wisdom comes from diligence, and greatness comes from the ordinary.”
【设计意图】：学生在学习文本后，借助思维导图进行复述，内化课堂所学。通过分析虚拟合唱团的意义，结合托尔斯泰的名言，传递给学生“普通人也能成为非凡的人”这一人生哲理，渗透德育教育。
Assignment
Write a summary of the text referring to the mind map.
Search the Internet to get more information about the virtual choir.
【设计意图】：结合文本内容，将口头输出落实为笔头输出，从而巩固和内化所学知识。课外搜索更多的相关信息，鼓励学生在英语学习过程中拓宽学习渠道，获取并储备更多的课外知识。
新人教版（2019）英语必修二
Unit 5 Discovering Useful Structures教学设计
课题 Period 3 Discovering Useful Structures 单元 Unit 5 Music 学科 English
教材 分析 During this period, the class will focus on discovering useful structures. Students are expected to get insight into feelings. The teachers would inspire students to know past participles.
教学目标与核心素养 Knowledge objectives: Enable the students focus on structures. Skill objectives: Help the students get insight into feelings. Emotional objectives: Improve students’ sense of sharing. Thinking quality objectives: Inspire the students to express feelings correctly.
重点 Master the usage of key words and phrases. Improve the students’ ability to identify past participles.
难点 Let students master how to use past participles.
教学过程
教学环节 教师活动 学生活动 设计意图
Daily routine
Step 1 Warm up Teacher greets the whole class as usual. Activate students and remind them to concentrate.
Step 2 Preview check Teacher asks students the meaning of words, phrases and knowledge points learnt last lesson. Students answer the questions loudly together. Check the teaching situation of last lesson quickly. Help Students consolidate the knowledge points.
Lead-in
Step 3 Video: Express happy feelings Teacher shows a video. Do you know how to express feelings Let’s role-play the situation in the short video! After getting the information and the meaning of the new words, answer the questions. Use pictures to catch Students’ attention. Expand their horizons and spark their interest.
Step 4 New words Teacher explains the meaning of the new words, and asks students to translate the meaning of the whole sentence. album romantic Education is a gradual process. gradually adv. Henry was still capable of writing compositions. be capable of doing sth He found that creating music was a relief and cure for his illness. relieve vt. Many bad habits can be especially difficult to cure because they are likely to form at a very young age. cure sb of sth He was so absorbed in thought that he ran against a passer-by. be lost in I couldn’t believe it when I heard the news. I had only seen him the previous day. previously adv. Dave was unemployed so he had time to consider what job he really wanted. employed adj. To tell the truth，smoking has a bad impact on one’s health/ have an impact on Filled with team spirit，they act as a whole，always aiming for glory. aimless adj. Teach the meaning of new words.
Step 5 Let’s play Teacher choses students to answer the questions. Actually, we are capable of _________(prevent) the disease from spreading. To her _________, her younger brother recovered quickly after operation. There has been ________________（逐步的变化）in climate. Confucius believed knives would remind people __________ killings and were too violent for use at the table. ［2016·全国Ⅲ卷］ _________ in painting，John didn’t notice evening approaching.［2015·天津卷 __________ to the conference we had discussed the issue among ourselves in order to express our ideas clearly. The woman was employed _____________（watch）over the old during his absence. keys: preventing relief a gradual change of Absorbed Previous to watch Familiarize the new words Clear the tackle of next step.
Useful Structures
Step 6 Let’s learn Teacher shows the questions and asks students to answer. Look at the following sentences and underline the past participles. Find more of them in the text. In pairs, discuss their functions. Born in the USA on 2 January 1970, Whitacre began studying music at the University of Nevada in 1988. Moved by this music, he said, "It was like seeing color for the first time." keys: born moved Rewrite the story using past participles as the adverbial. EXAMPLE The Silver Hall is usually used for singing performances and is full of cheers and energy. Usually used for singing performances, the Silver Hall is full of cheers and energy. Henry was highly interested in music and began to write original compositions when he was in high school. They were pleased with his music and songs and finally invited him to perform in the Silver Hall. Though he was affected by gradual blindness soon after the performance, Henry was still capable of writing compositions and he found that creating music was a relief and cure for his illness. When he got absorbed in his world of music, he felt as if he could "see" the beauty of the world around him, like he had in his previous life. keys: Highly interested in music, Henry began to write original compositions ... Pleased with his music and songs, they finally invited him to perform in the Silver Hall. Though affected by gradual blindness soon after the performance, Henry was still capable of ... Absorbed in his world of music, he felt as if ... Find out the differences in meaning and function between the newly written sentences and the original ones. Match the sentence halves and rewrite each sentence beginning with a past participle. The room had been painted in dark colours Dave was unemployed The girl was moved by his romantic words He was corrected by his teacher from time to time The album was recorded in a new way He was invited to perform on the stage so he had time to consider what job he really wanted. so he felt nervous and excited. so it was expected to be popular with techno fans. so she accepted his gift. so it needed some bright lights. so he lost interest in singing. Keys: EADFCB Painted in dark colours, the room needed some bright lights. Unemployed, Dave had time to consider what job he really wanted. Moved by his romantic words, the girl accepted his gift. Corrected by his teacher from time to time, he lost interest in singing. Recorded in a new way, the album was expected to be popular with techno fans. Invited to perform on the stage, he felt nervous and plete the passage with the words in brackets in their correct forms. Well known as a successful band, the Impact members show quite a few striking qualities. They never ever give up. When __________ (question) by the media, they are not __________ (discourage) and practise even harder. They are improving themselves by attending several master training classes. They are united. __________ (fill with) team spirit, they act as a whole, always aiming for glory. Keys: questioned discouraged Filled with Do the practice and express the reasons. Familiarize students with key structures. Exercise students’ structures using skills.
Step 7 Past participles I never thought I was talented at anything to do with music. The audience were amazed by the beautiful music the six-year-old pianist played. My cousin is very interested in painting. Born in the USA on 2 January 1970, Whitacre began studying music at the University of Nevada in 1988. Moved by this music, he said, "It was like seeing color for the first time.’’ Well known as a successful band, the Impact members show quite a few striking abilities. Practice Complete these sentences with the correct forms of the words in italics. It is important to speak English as much as possible, but it frightens many students. ___________ to speak in front of so many people, they miss a lot of chances for improvement. Great people are strongly influential. ____________ by their beliefs and qualities, we are trying to make a difference. It was a long, tiring climb. Very _____________, I slid into bed and fell fast asleep that night. Thank you for sharing your new song with us. Once ____________ with the public, it proved to be wonderful. They came from all over the world for one performance. ____________ by so many top musicians, the song sounded different this time. keys: Frightened Influenced tired shared Performed Join the sentences by using past participles. I am given the opportunity to perform alone on video. I will enjoy the experience. He was presented with the Player of the Year Award. Sam completed the final year of his career with great satisfaction. Whitacre was inspired by his fans. He continued with his original compositions. These videos were uploaded onto the Internet. They soon became popular. They were invited to be volunteers at the music festival. They are learning a lot from this opportunity. They are connected by virtual music. They often perform and write musical compositions together online. keys： Given the opportunity to perform alone on video, I will enjoy the experience. Presented with the Player of the Year Award, Sam completed the final year of his career with great satisfaction. Inspired by his fans, Whitacre continued with his original compositions. Uploaded onto the Internet, these videos soon became popular. Invited to be volunteers at the music festival, they are learning a lot from this opportunity. Connected by virtual music, they often perform and write musical compositions together online. Students learn the useful structures. Get the useful structures.
Step 8 How to describe situations even if used for emphasizing that although something may happen or may be true, another situation remains the same far from used for saying that the real situation is the opposite of what you mention in any case whatever the situation is or will be in reality used for saying that the true situation is different from what has been said or thought in someone’s place used for talking about what you would do if you were in the same situation as someone else Learn expressions. Voice their opinions. Practice their team spirit. Practice their thinking skill and imagination. Practice their speaking and listening.
Step 9 Language points Teacher explains the language points and makes some exercise. 1. gradual adj. 逐渐的；渐进的 gradual growth a gradual process 逐渐成长 一个循序渐进的过程 There has been ________________（逐步的变化）in climate. The girl used to be shy，but is _________（gradual）getting active in group work and is more willing to express herself. keys: a gradual change gradually How are you getting on ________ A. gradually B. quickly C. recently D. fortunately keys: C 2. capable adj. 有能力的；有才能的 be capable of (doing) sth 有能力（做）某事 The pianist ________________（能）playing various songs on the piano；he leads a romantic life. Actually，we ______________________（有能力阻止） the disease from spreading. keys: is capable of are capable of preventing The job will be offered to _____ is capable of performing it well. A. who B. whoever C. no matter who D. anyone keys: B 3. relief n. （焦虑、痛苦的）减轻或消除；
（不快过后的）宽慰、轻松或解脱 in relief to one’s relief What a relief! 如释重负；松了口气 令某人欣慰的是 终于放心了！ To her ________，the salesgirl still helps that old lady. A. surprise B. relief C. delight D. credit keys: D A惊讶；B欣慰；放松；C高兴；D荣誉,赞扬,功劳；信誉；结合句意可知D正确。句意：值得赞扬的是，那位销售人员仍然在帮助那位老年人。 She smiled ________ relief after she heard her son had been admitted to Tsinghua University. —Don’t worry，Mum. The doctor said it was only the flu. —What _____ relief! I’ll tell Dad there’s nothing serious. keys: in a 4. cure vt. 治愈；治好（疾病）；解决（问题）
n. 药物；治疗；（解决问题、改善糟糕情况的）措施 cure 强调“治愈”这一结果，而treat 强调治疗的过程 cure sb of sth a cure for… 治愈某人的疾病 …的治疗方法 The doctor cured him ________ his headache. He found that creating music was a relief and cure ________ his illness. keys: of for If I take this medicine twice a day, it should _______ my cold. A．heat B．cure C．treat D．help keys: B 本题考查动词。题意：假如这种药我一天吃两次，它就可以治愈我的感冒。cure“治疗，治愈”，尤其指用药物治愈疾病。treat治疗但不一定痊愈。故选B。 5. absorbed in sth/sb 被…吸引住；专心致志 be absorbed in be lost in be buried in be occupied in 全神贯注于；热衷于 陷于；为…所吸引 埋头于；专心于 忙于 With the children making so much noise outside，I can’t get absorbed ______ my study. He was so ___________（absorb）in thought that he ran against a passer-by. I decided to concentrate my efforts ______ finding a good job. keys: in absorbed on _______ his business, he had little time to have fun with his little daughter. A．Absorbed in B．Be addicted in C．Being absorbed in D．Occupying with keys: A 考查过去分词短语作状语。be absorbed in doing专心于某事，句意：他专心于他的生意，他没有时间和他的小女儿一起玩。故选A 6. previous adj. 先前的；以往的
previous to 在…以前 Previous to _________（leave）for France，he studied a lot about the country. Although he only joined the company last year，he is senior _______ me already. keys: leaving to (2013·高考浙江卷)Mary worked here as a ________ secretary and ended up getting a full time job with the company. A．pessimistic B．temporary C．previous D．cautious keys: B pessimistic悲观的；temporary临时的，暂时的；previous先前的，以往的；cautious小心谨慎的。 题干的意思是：“玛丽曾在这儿做临时秘书，但最终在这家公司得到了一份全职工作。” 7. unemployed adj. 失业的；待业的 the unemployed 失业者（一类人） employ vt. 雇佣；使用
employment n. 就业；工作；使用 employ sb. as sth. be employed in doing sth = employ oneself in doing sth out of employment = out of work 雇佣某人做某事 从事某事；忙于某事 失业 I think you’d better _____ your spare time better. A. employ B. hire C. take D. share keys: A The woman was employed __________（watch）over the old during his absence. She has been employed _________ a secretary in a big company in Shanghai. keys: to watch as 8. impact n. 巨大影响；强大作用；冲击力 have an impact on/upon impact on/upon 对…有影响 对…有影响 A study shows drinking coffee before exercise has a negative impact __________ heart. Somehow she had a serious disease，which had a great impact __________ her previous life. keys: on/upon on/upon No one has had _____ greater impact on ______ Western civilization than the ancient Greeks. A．a; the B．a ; / C．the ; / D．/ ; the keys: B 9. aim n. 目的；目标
vi. & vt. 力求达到；力争做到；瞄准
vt. 目的是；旨在 with the aim of achieve one’s aim take aim at be aimed at 带有…的目标 实现某人的目标 瞄准…旨在… 目的是；针对 We visited schools _________ the aim of getting young people interested in theatre. All our projects aim __________（promote）the development of poor and remote communities. ［2019·北京卷］ keys: with to promote The World Wide Fund for Nature is an organization _____ aim is to protect wildlife. A．who B．where C．which D．whose keys: D Help students know about the knowledge points deeper. Let students know how to use these words and phrases.
Step 10 Exercise Teacher asks students to fill the gap plete these sentences with the correct forms of the verbs. ____________ (give) some advice by a famous musician, the young singer was not (worry) about his performance any more. Thousands of ____________(excite) fans welcomed the ____________(respect) songwriter. The ___________(alarm) passengers rushed to help the __________(injure) woman. ___________(move) by the peaceful music, he decided to study classical music in university. __________(form) by some teenagers, the band soon became popular among students __________(interest) in hip-hop. The top of the mountain is ___________ (cover) with snow for most of the year. Those good old days are ____________(go) forever! keys: Given; worried excited, respected alarmed; injured Moved Formed, interested covered gone
Summary and Homework
Step 11 Summary Teacher leads students to have a summary of this lesson. Language points gradual, capable, relief, cure, absorbed in sth/sb, previous, unemployed, romantic, album, impact, aim Others: Past participles Express feelings Describe situations Follow the teacher’s thinking flow and read the words and phrases loudly. Consolidate students’ knowledge. Form knowledge system.
Step 12 Homework Finish the exercises on your exercise book. Take notes. Consolidate Students’ knowledge and prepare for the following lesson.
板 书 Unit 5 Music Period 3 Discover useful structures Language points gradual, capable, relief, cure, absorbed in sth/sb, previous, unemployed, romantic, album, impact, aim Others: Past participles Express feelings Describe situations
M2U5 Reading for writing教学设计
课型 Reading for writing
Aims By the end of this lesson, students will be able to: 1. master following new words and phrases: stringed, classical, perform, performer, touch my soul, give me energy, remind me of home, run food stand, set up equipment； 2. learn some important rhetorical devices（like repetition, simile, metaphor, personification,quote,etc）； 3. express their preference for music using the rhetorical devices they learn and their willing to take part in the school music festival fluently
Focus 1. learn some important rhetorical devices（like repetition, simile, metaphor, personification,quote,etc）； 2. express their preference for music using the rhetorical devices they learn and their willing to take part in the school music festival fluently
Difficulty Help students express their preference for music using the rhetorical devices they’ve learnt.
Procedures Step 1 Lead-in by free talk after watching a short video 1.T: How can music help you Ss: touches my soul/heart; gives encouragement/energy/hope/confidence...; provides joy/peace/happiness…; makes me feel relaxed/happy...; helps me remember/forget...; reminds me of home/people/...I love; keeps me company when..., keeps worries away when...; Intentions: Use the video to arouse what the students have already known about the topic to pave the way for later learning. 2.T: What would you like to know about a passage Ss: What’s the type of the text What’s the topic of the text What’s the structure of the text（main idea of each paragraph） What’s the background of the text Why did the author write the text What can we learn from the text Intentions: With the above tasks, students are clearer about what they are going to read for. Step 2 While you read Focus on Para.1 and answer the following questions: Q1: What’s the type of the text How do you know Q2: What’s the main idea of this paragraph Focus on Para.2 and answer the following questions: Q1: What was Sarah's problem Q2: How did music help her during her difficult time Focus on Para.3 and answer the following questions: Q1: How do you like the language above Q2: What rhetorical devices (修辞手法) are used here 1. Metaphor(暗喻) ＊It was a rock I leant on to become strong and to get through those hard times. ＊Music is the medicine for the breaking heart. 2. Simile（明喻） ＊Living without an aim is like sailing without a compass(指南针). ＊Life is like riding a bicycle. To keep your balance, you must keep moving. --- Albert Einstein ＊As busy as a bee ＊As white as snow 3. Personification(拟人) ＊I walked home happily, birds singing beautiful songs and leaves dancing in the breeze. ＊The sun stretched(伸展) its golden arms, climbed above the mountains, and smiled down on us. 4. Quotes （引言）for music As Hans Christian Anderson said, “Where words fail, music speaks.” As Henry Wadsworth Longfellow put it, “Music is the universal language of mankind.” 5.Rhetorical question（疑问,反问） ＊Have you ever faced a time when things looked dark and you had no hope at all（Para.2） ＊If winter comes, can spring be far behind 6. Repetition（重复） Music gave me happiness... Music gave me strength and brought me relief... Music gave me hope and a sense of satisfaction...(Para.3) Music keeps us company when we're lonely ; Music removes all the worries when we're upset; Music inspires us when we're under great pressure. Step 3 After you read Structure of the passage writing Assignments Write a speech about your feelings about music based on the language and structure we’ve learnt today.
Reflections Will the students be motivated Will the students obtain the knowledge showed in the passage Will the students fully understand the deep meaning of this passage Will the students apply what they learnt during this class in their writing or even their later English learning …
Blackboard Design M2U5 Music—Reading for writing