Book
2
Unit
5
Music
Writing
I.
学习目标：
学会描写人物
II.
学习难点：
利用丰富多彩的句型描写人物的特点及事迹。
III.
满分作文赏析：
根据以下提示，写一篇介绍艾丽丝·门罗的文章。
艾丽丝·门罗，作家，1931年7月10日出生于加拿大，诺贝尔文学奖获得者。
2013年诺贝尔文学奖授予加拿大女作家艾丽丝
·
门罗(Alice
Munro)——“当代短篇小说大师”，诺贝尔文学奖史上第13位女性获奖者。她曾获得2009年布克国际奖(Man
Booker
International
Prize)，三次获得加拿大总督文学奖(Governor
General’s
Literary
Awards)。至2013年她共创作了11部短篇小说集和1部类似故事集的长篇小说，如《快乐影子舞》(Dance
of
the
Happy
Shades)和《你认为你是谁啊？》(Who
Do
You
Think
You
Are？)。门罗写的大部分都是女人的平凡生活。
参考词汇：contemporary
adj.当代的；literature
n.文学；grant
vt.授予；similar
adj.类似的；compare
vt.比较
注意：1.词数80词左右；
2.可以适当增加细节，以使行文连贯。
Alice
Munro
Canada’s
writer
Alice
Munro，was
called
“master
of
the
contemporary
short
story”，who
was
born
on
July
10th，1931，won
the
2013
Nobel
Prize
in
Literature.Munro
is
the
13th
woman
to
receive
the
prize.
She
has
won
Canada’s
Governor
General’s
Literary
Awards
three
times.What’s
more，she
was
granted
the
Man
Booker
International
Prize
in
2009.In
all，she
wrote
eleven
collections
of
short
stories，and
one
novel
similar
to
a
collection
of
stories，such
as
Dance
of
the
Happy
Shades
and
Who
Do
You
Think
You
Are?
Most
of
the
works
that
she
wrote
are
about
the
usual
life
of
women.
She’s
the
first
Canadian-based
writer
to
win
the
literature
award，who
was
compared
to
Russian
Anton
Chekhov.
IV.
写作方法指导
写作常见错误与方法点拨
1.中式英语
要减少中式英语必须做到：①养成用英语思维去写作的习惯，注意中西文化差异所带来的不同表达；②平时多归纳总结，纠正汉式英语；③多读原汁原味英文报刊或文章。
2.
关系不一致
关系不一致主要是指主谓一致、时态一致，主谓、动宾搭配、介词搭配等。
3.
词性混用
谓语动词分为动作或状态。形容词修饰名词；副词修饰动词、形容词、副词或者整个句子。
4.
重复累赘
有些英语单词本身自带某个意思，或由于语法需要不能再出现某一单词，如果学生基本功不够扎实，就常常出现造句累赘现象。
5.
选词或搭配不当
平时记忆单词时，注重词语搭配。
6.
关联词用法错误
英语句子特点之一重“形合”，句子的各个部分由各种关联词联在一起。而汉语句子重“意合”，句子前后连接主要是通过上下文的逻辑意义来实现，很多学生在写作时往往忽略这一点而造成句子的错误。
7.非完整句子
一个句子至少包括主语和谓语两部分(除祈使句外)，如果把句子的某一部分当成一个句子，就会导致非完整句子。
★高分策略
高级语法助文章润色
1.使用特定句式
特定句式的使用让句式灵活，避免刻板单一，使行文活泼流畅、富于变化。
(1)倒装句
Although
we
are
tired，we
are
happy.→Tired
as
we
are，we
are
happy.
(2)强调句It
is/was＋被强调部分＋that...
It
is
what
Yang
Liwei
has
done
that
encourages
us
a
lot.
(3)with复合结构
A
terrible
accident
happened
yesterday，with
nine
people
killed
and
almost
eighty
injured.
(4)省略句
They
read
while
walking
or
riding
on
a
bus.
(5)用同位语代替非限制性定语从句
Meimei，who
is
seven
years
old，has
been
learning
to
ride
a
bicycle
for
several
days.
→Meimei，a
girl
of
seven，has
been
learning
to
ride
a
bicycle
for
several
days.
2.
使用非谓语动词
使用非谓语动词，既能使用较复杂的语法为行文增色，又能合并简单句，一举两得。使用非谓语动词作状语时，注意前后逻辑主语要保持一致。
Hearing
this，a
few
people
began
to
run
after
him.
3.主动变被动
4.双重否定
He
will
not
do
it
for
nothing.
Nobody
does
not
believe
him.
I
can’t
afford
not
to
believe
it.
V.作文仿写
假如某校校刊要介绍一位外籍教师，请就下面的简历写一篇英文短文。
Alice
Green，女，1986年1月出生于美国。现就职于希望中学，英语教师。基本情况如下：
1.2006年大学毕业，2008年来中国工作，热爱教育事业，工作认真负责，乐意帮助学生。
2.教法灵活多样，课堂教学生动有趣，深受学生好评。
3.经常向学生介绍学习英语的方法。
在她的帮助下，学生英语水平提高很快
注意：1.词数80词左右；
2.可以适当增加细节，以使行文连贯。
参考词汇：graduate
vi.毕业；as
well
as
也；而且；lively
adj.生动的；be
popular
with
受……的欢迎
A
Foreign
Teacher
Alice
Green，a
girl
born
in
January，1986
comes
from
America.After
graduating
from
a
university
in
2006，she
came
to
China
to
work
in
2008
and
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Unit
5
Music
Period
1:
Warming
up
and
reading
Teaching
Aims
◆To
learn
to
talk
about
kinds
of
music
◆To
learn
to
read
about
bands
◆To
study
The
Attributive
Clause
(in/
for/
with/
by＋which/
whom)
◆To
learn
to
write
an
e-mail
Procedures
I.
Warming
up
Warming
up
by
describing
Good
morning,
class.
Today
we
are
going
to
talk
about
an
interesting
topic
---
music.
As
we
know,
music
is
a
kind
of
art
of
making
pleasing
combinations
of
sounds
in
rhythm,
harmony
and
counterpoint.
Music
can
produce
a
lively
and
happy
atmosphere
and
bring
people
relaxation
after
hard
work,
which
can
reduce
the
tiredness.
Listening
to
music
also
makes
people
feel
happy
and
nice.
How
many
do
you
know
about
music?
Can
you
tell
about
different
kinds
of
music?
Now
turn
to
page
33,
look
at
the
pictures,
read
the
captions
and
listen
to
the
different
kinds
of
music.
See
if
you
can
guess
which
music
matches
with
which
picture.
Warming
up
by
discussing
Hi,
everyone.
Do
you
like
music?
How
much
do
you
know
about
music?
Can
you
tell
about
the
different
kinds
of
music?
Please
turn
to
page
33.
Look
at
the
pictures.
Let’s
listen
to
some
music.
Let’s
see
if
you
can
guess
which
music
matches
with
which
picture.
??????????????
??
Classical
music??????????????
Country
music??????????????
Rock
‘n’
Roll
????????
???????
Rap??????????????????????
Orchestra????????????????
Folk
music?????
Yes,
you
are
right.
I’m
sure
you
will
really
enjoy
yourselves
after
listening
to
all
these
beautiful
music.
What
kind
of
music
do
you
like
better,
Chinese
or
Western,
classical
or
modern?
Why?
How
does
music
make
you
feel?
Why
do
you
like
to
listen
to
music?
Let’s
discuss
these
questions
in
small
groups.
Try
to
share
your
opinions
with
one
another.
II.
Pre-reading
1.Thinking
and
saying
Have
you
heard
about
any
of
the
famous
bands
in
the
world?
List
some
if
you
can.
For
reference:
I’ve
heard
about
“The
Beatles”,
“Back
Street
Boys”,
“The
Eagles”,
“West
life”
and
“Pink
Floyd”.
2.Listening,
talking
and
sharing
Let’s
listen
to
some
pieces
of
music
from
different
bands.
Work
in
groups
of
four.
Tell
your
group
mates
which
band
you
like
best.
Why?
Then
the
group
leader
is
to
stand
up
and
share
the
group
idea
with
the
class.
For
reference:
I
am
from
Group
1.
Our
group
likes
“The
Beatles”
best.
We
like
their
style
of
performances.
Listening
to
their
performances,
we
will
feel
relaxed,
amused,
and
their
performances
make
us
think
a
lot
about
life.
Do
you
know
anything
about
“The
Monkees”?
For
reference:
“The
Monkees”
is
a
band
that
was
first
popular
in
the
1960s
in
America.
Unlike
most
bands
of
the
time,
the
Monkees
were
not
formed
by
its
members
but
rather
by
TV
producers.
They
were
a
fictional
band
in
the
TV
show
of
the
same
name.
The
band
was
composed
of
Mike
Nesmith,
Mickey
Dolenz,
Davy
Jones,
and
Peter
Tork.
All
the
members
had
some
musical
experience.
Let’s
come
to
the
reading
---
The
Band
That
Wasn’t
and
find
more
about
them.
III.
Reading
1.Reading
aloud
to
the
recording
Now
please
listen
and
read
aloud
to
the
recording
of
the
text
THE
BAND
THAT
WASN’T.
Pay
attention
to
the
pronunciation
of
each
word
and
the
pauses
within
each
sentence.
I
will
play
the
tape
twice
and
you
shall
read
aloud
twice,
too.
2.Reading
and
underlining
Next
you
are
to
read
and
underline
all
the
useful
expressions
or
collocations
in
the
passage.
Copy
them
to
your
notebook
after
class
as
homework.
Collocations
from
THE
BAND
THAT
WASN’T
dream
of
doing
,
at
a
concert
,
with
sb.
clapping
and
enjoying
…,
sing
karaoke
,
be
honest,
form
a
band,
high
school
students,
practice
one’s
music,
first
step
to
fame,
play
to
passers-by,
in
the
subway,
earn
some
extra
money,
give
performances
in
pubs
or
clubs
,
be
paid
in
cash,
make
records
in
a
studio,
begin
as
a
TV
show,
play
jokes
on…,
be
based
loosely
on…,
the
TV
organizers,?
put
an
advertisement
in
a
newspaper,
look
for
rock
musicians,
rely
on
,
pretend
to
do
sth,
become
more
serious
about…,
play
their
own
instruments,
produce
one’s
own
records,
start
touring,
break
up,
in
the
mid-1980s,celebrate
one’s
time
as
a
real
band
3.Reading
to
identify
the
topic
sentence
of
each
paragraph
Skim
the
text
and
identify
the
topic
sentence
of
each
paragraph.
You
may
find
it
either
at
the
beginning,
the
middle
or
the
end
of
the
paragraph.
1st
paragraph:
Many
people
want
to
be
famous
as
singers
or
musicians.
2nd
paragraph:
This
is
how
most
bands
start.
3rd
paragraph:
The
Monkees
started
in
a
different
way.
4th
paragraph:
How
the
Monkees
became
popular
and
how
they
developed
as
a
real
band.
3.Reading
and
transferring
information
Read
the
text
again
to
complete
the
tables,
which
list
how
people
formed
a
band
and
how
The
Monkees
was
formed
by
the
TV
organizers
and
became
a
real
band.
How
do
people
get
to
form
a
band?
Members?High
school
students
Reasons?They
like
to
write
and
play
music.
Places?They
practice
their
music
in
someone’s
home.
Forms?They
may
play
to
passers-by
in
the
street
or
subway.
Results?They
can
earn
some
extra
money.
They
may
also
have
a
chance
to
dream
of
becoming
famous.
How
was
The
Monkees
formed
and
became
a
real
band?
The
Monkees
in
1968
(left
to
right):
Micky
Dolenz,
Peter
Tork,
Mike
Nesmith
&
Davy
Jones
beginning
of
the
band
?It
began
as
a
TV
show.?
style
of
the
performance?They
played
jokes
on
each
other
as
well
as
played
music.
first
music
and
jokes?Most
of
them
were
based
loosely
on
the
band
called
“The
Beatles”.
development
of
the
band?They
became
more
serious
about
their
work
and
started
to
play
their
own
instruments
and
write
their
own
songs
like
a
real
band.
They
produced
their
own
records
and
started
touring
and
playing
their
own
music.
changes
of
the
band?The
band
broke
up
in
about
1970,
but
reunited
in
the
mid-1980s.
They
produced
a
new
record
in
1996,
which
was
a
celebration
of
their
time
as
a
real
band.
4.
Reading
and
understanding
difficult
sentences
As
you
have
read
the
text
times,
you
can
surely
tell
which
sentences
are
difficult
to
understand.
Now
put
your
questions
concerning
the
difficult
points
to
me.?
IV.
Closing
down
Closing
down
by
doing
exercises
To
end
the
lesson
you
are
to
do
the
comprehending
exercises
No.
1,
2,
3
and
4.
Closing
down
by
having
a
discussion
Do
you
think
the
TV
organizers
were
right
to
call
“The
Monkees”
a
band
when
they
did
not
sing
or
write
their
own
songs?
Why?
For
reference:
I
don’t
think
the
TV
organizers
were
right
to
call
“The
Monkees”
a
band
when
they
did
not
sing
or
write
their
own
songs
because
singing
and
writing
its
own
songs
was
the
basis
of
a
band.
Do
you
agree
that
the
jokes
were
more
important
than
the
music
for
this
band?
Give
a
reason.
For
reference:
Yes.
I
think
it
is
the
jokes
that
really
attract
more
fans.
No.
I
think
the
purpose
of
forming
a
band
is
getting
people
to
enjoy
the
spirit
of
music.
It’s
more
important
than
playing
jokes
just
to
make
people
laugh.
Closing
down
by
retelling
the
form
of
the
band
The
Monkees.
I
shall
write
some
key
words
and
expressions
on
the
board.
You
are
to
retell
the
form
of
the
band
according
to
these
words.
For
reference:
begin
as
a
TV
show,
the
TV
organizers,
look
for,
put
an
advertisement
in
a
newspaper,
use
actors
for
the
other
members
of
the
band,
pretend
to
singUnit
5
Music
Using
language
I.
Teaching
aims:
1.
Try
to
make
students
know
some
knowledge
about
different
types
of
music.
2.
To
help
the
students
learn
how
to
ask
for
advice
.
3.
Train
the
students’
reading
ability.
4.
To
master
the
following
expressions:
confident;
brief;
tour;
devotion;
go
wrong
;
agree
on
;
come
up
with
;
stick
to
;
above
all
3.
To
do
the
listening
exercises
in
this
unit.
II.
Teaching
methods:
Readingh;
Listening
,speaking
and
writing
III.
Teaching
important
and
difficult
points:
Important
points
:
Learn
the
expressions
in
this
part:
confident;
brief;
tour;
devotion;
go
wrong
;
agree
on
;
come
up
with
;
stick
to
;
above
all
Difficult
points:
To
help
the
students
learn
how
to
ask
for
advice
.
IV.
Teaching
procedures:
Step
1
Revision
Check
the
answers
to
the
homework
Step
2
Listening
1.
Discussion:
How
would
your
life
change
if
you
became
famous?
(
After
discussion
come
to
listen)
2.
Listen
to
the
tape
and
write
down
the
main
idea
of
the
story:
Freddy
the
Frog(1)
The
story
is
about
a
frog
who
joined
a
band
and
became
a
singer.
Listen
text:
FREDDY,
THE
FROG(1)
Freddy
the
frog
dipped
his
long,
thin
legs
into
the
water.
Within
a
few
short
weeks
he
had
changed
from
a
small
tadpole
into
the
beautiful
animal
she
was
now.
He
smiled
to
himself.
Then
suddenly
he
heard
a
fine,
deep
sound
that
carried
far
into
the
darkness
of
the
quiet
night.
Freddy
looked
up.
“Other
frogs!
I
must
try
and
find
them,”
he
thought.
“It
is
so
hard
being
a
grown-up
frog
on
my
own.”
He
began
to
swim
slowly
towards
the
sound.
Suddenly
he
knocked
into
a
large
water
lily
pad.
On
it
sat
three
confident
frogs
and
they
were
playing
instruments.
Freddy
climbed
onto
the
leaf.
“Can
I
sing
with
you?
He
asked
quietly.
“Of
course,”
they
said.
He
opened
his
mouth
wide
and
began:
Help!
I
need
somebody,
Help!
Not
just
anybody.
Help!
You
know
I
need
someone.
Help!
When
I
was
young,
so
much
younger
then
today,
I
never
needed
anybody’s
help
in
any
way.
But
now
those
days
are
gone.
I’m
not
so
self-assured（confident）!
Now
I
find---
I’ve
changed
my
mind.
I’ve
opened
up
the
doors.
Help
me
if
you
can,
I’m
feeling
down(沮丧的
)
And
I
do
appreciate
you
being
round.
Help
me
get
my
feet
back
on
the
ground.
Won’t
you
please,
please
help
me!
3.
Listen
to
the
tape
again
and
decide
which
of
the
statements
are
true
or
false.
(Do
exercise
4
on
page
38)
4.
Freddy
the
Frog(2)
Listen
to
the
tape
summarize
the
main
idea:
This
is
a
story
about
a
band
that
became
famous
and
did
not
like
it.
Step
3.
Deal
with
the
language
points
in
this
part.
1.
confident
adj.
自信的，肯定的，有把握的
confidence
n.
信心
confidently
adv.
有信心地；确信地
2.
brief
adj.
短暂的;
简洁的；沉默寡言的
to
be
brief
简单地说
in
brief
简言之；简明地
3.
tour
n.
周游；游历；参观访问
vt.&vi.
游历；观光
4.
devotion
n.挚爱；忠诚；献身；奉献
devote
vt.
致力于；献身于
devoted
adj.
挚爱的；忠诚的；献身的
devote
onself
to
sth
献身于某事
devote
sth
to
sth.
把……专用于
5.
go
wrong
不对劲；出故障
6.
agree
on
同意；赞成（后跟双方协定或协商好的条件、条约、价格、日期等）
7.
come
up
with
提出；想出；提供
keep
up
with
跟上；不被落下；赶上
catch
up
with
（从后面）赶上
put
up
with
容忍；忍受
8.
stick
to
坚持；遵循（to
为介词）
stick
in
one’s
throat
难以忍受；（话等）难以启齿
stick
it
out
拼到底；坚持到底
stick
on
贴在……上
stick
out
伸出；向上或向前突出；显眼；醒目
9.
above
all
最重要的是；尤其是
Step
4
Writing
1.
Make
a
list
of
the
things
you
have
to
consider
when
forming
a
band.
2.
Group
Work:
Discuss
the
thing
that
is
most
difficult
for
you
to
decide
and
give
your
own
information.
3.
Write
an
email:
Why
not
write
an
e-mail
to
Freddy,
and
ask
him
for
advice.
Step
5
Homework
1.
Review
reading
passage
and
useful
expressions
in
unit
5.
2.
Finish
exercises
in
workbook
in
unit
5
on
page
74.Unit
5
Music
Period
5
Grammar
I.
Teaching
contents：The
attributive
clause:
介词+关系代词”引导的定语从句
II.
Teaching
aims：
1
To
review
common
knowledge
on
the
Attributive
Clauses.
2
To
develop
the
ability
to
use
the
Attributive
Clauses.
III.
Key
points
&
Difficulties
Key
points:
Grasp
the
use
of
the
Attributive
Clause.
Teaching
Difficulties
Master
the
Attributive
Clause.using
“
prep+relative
pronoun”
.
IV.Teaching
methods
Discussing,
summarizing
and
practicing.
V.
Teaching
procedure:
Step
1:
Finding:
1
.
Discovering
useful
structures
Let
the
students
try
to
find
out
the
Attributive
clause
in
warming
up
and
the
reading
part.
1.Have
you
ever
dreamed
of
playing
in
front
of
thousands
of
people
at
a
concert,
at
which
everyone
is
clapping
and
appreciating
your
music？
2.
The
musicians
were
to
play
jokes
on
each
other
as
well
as
play
music,
most
of
which
was
based
loosely
on
the
Beatles.
3.
They
may
startas
a
group
of
high-school
students,
for
whom
practising
their
music
in
someone’s
house
is
the
first
step
to
fame.
4.
However,
after
a
year
or
so
in
which
they
became
more
serious
about
their
work,
the
Monkees
started
to
play
and
sing
their
own
songs
like
a
real
band.
5.
Later
they
may
give
performance
in
pubs
or
clubs,
for
which
they
are
paid
in
cash.
Explain
some
of
them,
1、
Step
2.
Review
the
attibutive
clause
2、
定语从句的定义：
由关系代词或关系副词引导用来修饰主句中的某一个名词或代词并起定语作用的从句,
叫定语从句。定语从句所修饰的词叫先行词,
从句跟在先行词后面。
定语从句的构成方法是：关系代词或副词+陈述句语序,
关系代词有:
who,
whom,
whose,
which,
that,
as等;
关系副词有when,
where,
why等。
二、关系代词和关系副词的用法：（PPT
9—12）
1.
关系代词指物时只用which不用that的情况
(1)
关系代词在从句中作介词宾语并且介词提前至关系代词前时只用which,
但当介词在从句句尾时,
两者皆可
(2)
在非限定性定语从句中必须用which不能用that。
2.
关系副词where指地点,
在从句中作地点状语。
3.
关系副词when指时间,
在从句中作时间状语。
4.
关系副词why指原因,
在从句中作原因状语。
三、关系代词（who,
whom,
which,
that,
whose）的指代关系
(PPT
5)
Step
3.
介词+关系代词”引导的定语从句
“介词+关系代词”引导定语从句时，介词的宾语只能用which(指物)和whom（指人），即“介词+which/whom”。
1).
“介词+which“在定语从句中作时间、地点、原因状语，相当于关系副词when,where,why.
She
still
remember
the
day
on
which(=when）she
won
the
prize.她仍然记得她获奖的那一天。
This
is
the
factory
in
which
(=where)
his
father
worked
for
5
years.
这就是他父亲在那里工作过年的工厂。
2).
“介词（短语）+which/whom”在定语从句中作目的、方式状语。
There
is
a
big
window
in
my
room
through
shich
I
can
see
the
railway
station.
我的房间有一个大窗户，通过它我可以看见火车站。
3).
“名词/不定式/数词+
of
which/whom”在定语从句中作主语。
I
read
some
books,
the
cover
of
which
were
yellow
with
years.
我读过一些书，它们的封面因年代久远都变黄了。
4).
“介词+which/whom”在含有被动结构的定语从句中作状语，表示动作的执行者。
The
rascal
by
whom
the
little
boy
was
beaten
was
arrested
this
morning.
今天上午打小男孩的那个流氓被抓住了。
5).
“介词(短语)+which/whom”在定语从句there
be…中作表示存在关系的地点状语。
Old
Harry
is
an
ordinary-looking
man,on
the
nose
of
whom
there
is
a
pair
of
thick
glasses.
老哈里是一个长相普通的人，鼻梁上架着一副厚厚的眼镜。
6).
“介词+whose+名词”在定语从句中作状语。
He
is
the
very
man
in
whose
pocket
I
found
my
lost
money.
他就是那个人，在他的口袋里找到了我丢的钱。
7).
“介词+which+不定式”相当于一个简化的定语从句。
He
found
something
about
which
to
write(=he
could
write).
他找到了一些可以写得东西。
注意:
1.
在“介词+关系代词”引导的定语从句中，介词的选择要根据定语从句后面的动词和介词的搭配关系来确定。
The
man
to
whom
you
spoke
just
now
is
a
relative
of
my
aunt’s.
刚才和你说话的那个人说我姑姑的一个亲戚。
This
is
the
house
in
which
he
lived
last
year.
这就是他去年住的房子。
2.
固定短语中的介词一般不可以跟随关系词提前。
This
is
the
book
that/which
I’m
looking
for.
(look
for
是固定短语，for不可以提前)
这就是我要找的书。
Step
3:
Exercise
for
consolidation.
1).
Do
exercise
on
PPT
21—22.
2).Students
try
to
do
the
exercise
2
and
on
page
37,
then
teacher
give
guide.
Step
4:
Homework.
1.
Finish
exercise
1
and
2
on
page
71.
2.
Prepare
the
game
on
page
37
exercise
4.
