人教版（2023）英語必修第二冊(cè) Unit 5 Music 全單元教案

第第頁人教版（2023）英語必修第二冊(cè)Unit5Music全單元教案Unit5Music

DiscoveringUsefulStructure

【教學(xué)目標(biāo)】

1.Getstudentstohaveagoodunderstandingthebasicusageofpastwordsegmentationaspastsegmentationaspredicativeandadverbial.

2.Strengthenstudents’greatinterestingrammarlearning.

3.Instructstudentstoexpresstheirideaswiththisgrammarcorrectly.

【教學(xué)重難點(diǎn)】

Howtoenablestudentstousethestructureandmeaningofpastwordsegmentationaspastsegmentationaspredicativeandadverbial.

【教學(xué)過程】

Step1Lead-in

Givesomemessagesandaskstudentstoguesswhosheis.

英語過去分詞的句子。

Step2:Presentation

過去分詞作表語

介紹過去分詞在做表語的幾種形式以及應(yīng)用。

1．過去分詞可放在連系動(dòng)詞be,get,feel,remain,seem,look,become等之后作表語，表示主語所處的狀態(tài)

常見的這種過去分詞有:beinterested,besurprised,beastonished,beamazed,bemoved,beexhausted,beworried,bedevoted,bepleased,beinspired,beencouraged,beexcited,bedelighted,besatisfied,bescared,beinspired,beencouraged,beexcited…

例如：Tomwasastonishedtoseeasnakemovingacrossthefloor.

湯姆很驚訝地看到一條蛇正爬過地板。

2．過去分詞作表語時(shí)與被動(dòng)語態(tài)的區(qū)別

過去分詞作表語時(shí)，強(qiáng)調(diào)主語所處的狀態(tài)；而動(dòng)詞的被動(dòng)語態(tài)表示主語是動(dòng)作的承受者，強(qiáng)調(diào)動(dòng)作。

例如：Thelibraryisnowclosed.(狀態(tài))

圖書館現(xiàn)在關(guān)閉了。

3．感覺類及物動(dòng)詞的現(xiàn)在分詞與過去分詞作表語的區(qū)別

過去分詞作表語多表示人自身的感受或事物自身的狀態(tài)，常譯作“感到……的”；現(xiàn)在分詞多表示事物具有的特性，常譯作“令人……的”。

例如：Wewereamazedatwhathesaidatthemeeting.

我們對(duì)他在會(huì)上講的話很是驚訝。

過去分詞作狀語

介紹過去分詞在做狀語的幾種形式以及應(yīng)用。

1．過去分詞作時(shí)間狀語

過去分詞作時(shí)間狀語時(shí)，相當(dāng)于時(shí)間狀語從句?？稍谶^去分詞前加上連詞“when,while,until”等，使其時(shí)間意義更明確。

例如：Whenitislookedatfromadistance,thepaintingseemsmuchmorebeautiful.

當(dāng)從遠(yuǎn)處看時(shí)，這幅畫似乎更美了。

2．過去分詞作原因狀語

過去分詞作原因狀語時(shí)，可轉(zhuǎn)換為由since,because或as引導(dǎo)的原因狀語從句，這類狀語多放在句子的前半部分。

例如：BecauseIwasworriedabouttheexam,Iwasunsettledinthesedays.

由于擔(dān)心考試，我這幾天感到不安。

3．過去分詞作條件狀語

過去分詞作條件狀語時(shí)，可轉(zhuǎn)換為if,once或unless等引導(dǎo)的條件狀語從句。

例如：Iftheyaregrowninrichsoil,theseseedscangrowfast.

如果種在肥沃的土壤里，這些種子能長(zhǎng)得很快。

4．過去分詞作讓步狀語

過去分詞作讓步狀語時(shí)，相當(dāng)于一個(gè)以though/although引導(dǎo)的讓步狀語從句。

例如：Thoughhewasencouragedbyhisparents,hestillhasnoconfidenceinovercomingtheteachingdifficultpoints.

盡管受到了父母的鼓勵(lì)，他仍然沒有信心克服困難。

5．過去分詞作方式/伴隨狀語

過去分詞作方式或伴隨狀語時(shí)，通常不能轉(zhuǎn)換為狀語從句，但可用并列分句代替。

例如：Thepatientgotoffthebed,andhewassupportedbythenurse.

那個(gè)病人在護(hù)士的攙扶下下了床。

過去分詞與現(xiàn)在分詞作狀語的區(qū)別，給出口訣。

過去分詞與句子的主語之間存在邏輯上的動(dòng)賓關(guān)系，即表示被動(dòng)；現(xiàn)在分詞與句子的主語之間存在邏輯上的主謂關(guān)系，即表示主動(dòng)。

分詞作狀語記憶口訣

分詞作狀語，主語是問題。

前后兩動(dòng)作，共用一主語。

主語找出后，再來判關(guān)系。

主動(dòng)用-ing，被動(dòng)用-ed。

Unit5Music

ListeningandSpeaking

【教學(xué)目標(biāo)】

1.Instructstudentstogetmainfactsbylisteningandmotivatethemtotalkaboutthetopicsaboutmusic,thetypesofmusic,andhowthemusicmakesthemfeel.

2.Developstudents’senseofcooperativelearningandindividualthinkingcapability.

3.Developstudents’differentlisteningskillstosolvedifferentlisteningcomprehensiveproblems.

4.Helpstudentstounderstandhowtousethestructures“pastparticipleasadverbial”.

【教學(xué)重難點(diǎn)】

Promptstudentstotalkabouttherelatedtopics,suchastypesofmusictheyknow,theirfavouritetypeofmusic,howmusicmakesthemfeel,andhowtousepastparticipleasadverbial.

【教學(xué)過程】

Step1Leadin

Theteacherisadvisedtotalkwiththeirstudentsaboutmusic.

Boysandgirls,beforewelisten,let’sworkinpairsanddiscusswhattypeofmusicyouknow.

WhichtypeisyourfavoriteHowdoesitmakeyoufeelShareyourideaswithpartners.

IknowChinesetraditionalmusic/classicalmusic/countrymusic/hip-hop/jazz/popmusic/Latinmusic/rap/rock/punk…

Ilikeclassicalmusic.Itmakesmefeelfullofenergyandhappy.

Step2:Prediction

Aftertheirsmalltalk,theteachercanmoveonbyfinishingthefollowingtask:

Seethepicturesandgivethecorrectanswers.

1.Whatarethepeopledoinginthepicturebelow

2.Matchthepictureswiththecorrecttypesofmusic.

A.Chinesetraditional

B.classical

C.countrymusic

D.hip-hop

1_______________

2_______________

3_______________

4_______________

Step3:Summaryofthemainidea

Listening

I.PlaytheradioaboutTheSoundofMusic(音樂之聲),andletstudentsfinishthefollowingtasks.

Astarhascomeouttotellme

1.___________________togo

Butdeepinthedark-greenshadows

Arevoicesthaturgemetostay

SoIpauseandIwaitandIlisten

Foronemoresoundforonemorelovelything

2.___________________mightsay…

Thehillsarealivewiththesoundofmusic

Withsongstheyhavesung3.__________________

Thehillsfillmyheartwiththesoundofmusic

Myheart4.__________________everysongithears

Myheartwantstobeatlikethewingsofthebirdsthatrisefromthelaketothetrees

Myheartwantstosighlikethechimethatfliesfromachurchonabreeze

Tolaughlikeabrook5.__________________andfallsoverstonesinitsway

Tosingthroughthenightlikealarkwhois6._____________

Igotothehillswhenmyheartislonely

IknowIwillhearwhatI’veheardbefore

Myheartwill7.______________thesoundofmusic

AndI’llsingoncemore

II.Thereporterparaphrasedsomeoftheanswersthestudentsgavehim.Listentotheinterviewsagainandcompletethesentenceswiththewordsyouhear.

1.A:Countrymusictouchesmyheart.

B:Soyoulikemusicthat’s_______of_______

2.A:WhenIlistentohip-hop,Ijusthavetomove!

B:Soitmakesyouwantto_______

3.A:ClassicalmusicmakesmefeellikeI’msittingbesideaquietstreamandenjoyingnature.

B:Sotoyou,it’s_______and_______

Learningnewwords

Listthenewwordsinthelesson,tellstudentsthemeaningofthesewordsandgivesomeexamples.

Newswords:classical,energy,soul…

Talkingproject

Guidestudentstodospeakingpractice.

I.Talkinpairs.Intervieweachotheraboutmusic.Usethepicturebelowforideas.

A:Whatkindofmusicdoyoulike

B:Iliketechnomusic.

A:Whatmakesitsospecialtoyou

B:Iliketolistentoitwhenlexercise.Itgivesmeenergy.

II.Workinpairsorgroupsandroleplayaconversation.

Supposeyouareareporterandinterviewingthestudentswhoaboutmusic.

Iliketo…

Chinesetraditionalsong/classicalmusic/hip-hopmusic/countrymusic…

Listento/play/sing…

Unit5Music

ListeningandTalking

【教學(xué)目標(biāo)】

1.Instructstudentstogetmainfactsbylisteningandmotivatethemtotalkaboutmusicfestival,andwhatyouwouldliketodointhemusicfestival.

2.Developstudents’differentlisteningskillstosolvedifferentlisteningcomprehensiveproblems.

3.Helpstudentstounderstandandtalkaboutpreference.

【教學(xué)重難點(diǎn)】

1.Listentopeoplewhodiscusstheirmusicfestival.

2.Graspsomelisteningskillsandtherulesofpronunciation.

【教學(xué)過程】

Step1Leadin

Theteacherisadvisedtotalkwiththeirstudentsaboutmusicfestival.

Boysandgirls,beforeourlisten,let’sworkinpairsanddiscusswhatmusicfestivalis.

WhatwouldyouliketodointhemusicfestivalShareyourideaswithpartner.

Step2:Summaryofthemainidea

Listening

Letstudentslistentheannouncementandanswerthequestions.

WhatkindofsongswillGraceDavissingatthefestival

Whocantryoutasaperformer

Whatcanthosewhothinktheydonothavemusicaltalentdo

Howcanstudentsvolunteertotakepart

Learningnewwords

Listnewswords:equipment,talent,assume,inaddition(tosb./sth.)andgivesomeexamples.

Itisgenerally___________(assume)thatstressiscausedbytoomuchwork.

Hehadagift___________musicwhenhewasjust6yearsold,soweallconsiderhimtobea___________(talent)musician.

Hea________(equip)himselfwithastreetplan.

他隨身帶著一張街道平面圖。

Talkingproject

I.Talkaboutpreferencesofmusicfestivalinpairs.

Wouldyoupreferdoing…

Whatwouldyouprefertodo

Wouldyouratherdo…or…

I'dprefer…to…

I'dratherhave…than…

II.Workingroups.Role-playtheconversation.(教材P55No.3)

Unit5Music

Readingforwriting

【教學(xué)目標(biāo)】

1.Getstudentstohaveagoodunderstandingofwhataspeechisandhowtowriteaspeech.

2.Enablestudentstousesomewritingskillsflexibly.

3.Developstudent’swritingandcooperatingabilities.

【教學(xué)重難點(diǎn)】

1.Guidestudentstohowtowriteaspeech.

2.Guidestudentstoproperlyuserhetoricinaspeech.

【教學(xué)過程】

Step1Lead-in

Discusswithstudentwhataspeechis.

Step2:Learningnewwords

Theteacherlistsnewwordsandexamplesforstudents,andguidestudentstodosomeexercises.

Newwords:relief,satisfaction,various,rhetorical,metaphor…

NewwordsPractice

Fromthe___________smileonherface,wecanseetheperformancewas___________.(satisfy)

Itisagreatrelief___________(know)youareoutofdanger.

Step3:Learningkeyphases

Theteacherlistskeyphasesandexamplesforstudents,andguidestudentstodosomeexercise.

Keyphases:setsth.up,tryout,from(then)on,getthrough

Step4:Learningsentencepatterns

Theteacherguidesstudentstolearnsomespecialsentencepatterns.

1.Itisanhonourtodosth.

2.be＋adj.＋todo結(jié)構(gòu)

3.havesb.dosth.讓某人做某事

Step5:Reading

TheteacherisexpectedtoaskstudentstoreadSarah’sspeechandthenrequeststudentstosolvethetaskbelow.

Graspthemainideaofeachparagraph.

(1)Paragraph1:Introduceherselfandthetopicofthespeech.

(2)Paragraph2:Sara’spersonalexperience.

(3)Paragraph3:Howmusichelpshergetthroughdifficulttime

(4)Paragraph4:Sara’sadvicetoothers

Step6Writing

1.Theteachershowsstudentsthestructureofaspeech.

2.Listsomeexcellentsentences.

3.Guidestudentshowtowriteaspeech.

Step7Homework:

Goodmorning,everyone,

I’mLiHuafromXingguangMiddleSchool.Thetopicofmyspeechis“Let’sRideBicycles”.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Thankyou!

Unit5Music

ReadingandThinking

【教學(xué)目標(biāo)】

1.ToacquirethebasicusageofthenewwordsandexpressconcerninghowcomputersandtheInternethelpusexperiencemusic.

2.Enablestudentstounderstandthemaininformationandtextstructureofthereadingtext.

3.Enablestudentstounderstandpastparticipleasadverbial.

【教學(xué)重難點(diǎn)】

1.Guidestudentstopayattentiontoreadingstrategies,suchasprediction,self-questioningandscanning.

2.Totalkabouttheadvantagesanddisadvantagesofbeingamemberofvirtualchoir.

3.Leadstudentstounderstandpastparticipleasadverbial;

【教學(xué)過程】

Step1Prediction

Askstudentsthequestion.

HowcancomputersandtheInternethelpusexperiencemusicdifferently

Step2:Learningnewwords

Learnwords:perform,enable,prove,award,andfallinlovewith…

Newwordspractice

Inordertohaveagood_______________(perform),Ihavemadegoodpreparationsforit．

Atpresent,developingthe___________(able)ofthestudentsisanimportanttaskinourdailyteachingactivity．

Step3:Learningsentencepatterns

Introducethesentencepatternsinthelessonandgivesomeexamplesandexplanation

1.as引導(dǎo)定語從句，意為“正如，正像”

2.過去分詞(短語)作狀語

as引導(dǎo)定語從句的常用句式有：

asisknowntoall眾所周知

asweallknow我們都知道

aswecansee正如我們所看到的

asisreported正如報(bào)道的

asisoftenthecase