高中英語(yǔ) 人教版必修二 Unit 5 Music Unit 5 第5課時(shí)

安徽省普通高中新課程新教材優(yōu)質(zhì)課評(píng)選暨優(yōu)秀課例匯集活動(dòng)英語(yǔ)學(xué)科教學(xué)設(shè)計(jì)課時(shí)教學(xué)設(shè)計(jì)第5課時(shí)Unit5MusicDiscoverUsefulStructures:Expressfeelingsanddescribesituations1.教材分析【W(wǎng)hat】語(yǔ)法板塊（DiscoverUsefulStructure）的話題是表達(dá)感情和描述情形，所選語(yǔ)篇主要體現(xiàn)人與自我主題語(yǔ)境下通過(guò)音樂(lè)豐富自我并采取積極人生態(tài)度的內(nèi)容要求。此板塊有三個(gè)語(yǔ)篇，第一個(gè)是StudentBook部分活動(dòng)二的語(yǔ)篇記敘了有音樂(lè)才華Henry受邀去銀色大廳演出后失明但一直以音樂(lè)作為療愈的工具積極生活，在音樂(lè)中尋找光明；第二個(gè)語(yǔ)篇是StudentBook部分活動(dòng)四的段落介紹了中國(guó)搖滾沖擊力樂(lè)隊(duì)顯著的品質(zhì)，敢于面對(duì)質(zhì)疑、永不言棄、團(tuán)結(jié)一心共尋輝煌；第三個(gè)語(yǔ)篇是Workbook部分活動(dòng)五的對(duì)話，Linda向George詢問(wèn)音樂(lè)節(jié)的感受。【How】StudentBook中的語(yǔ)篇都是第三人稱，用到了介紹語(yǔ)篇主體基本情況的表達(dá)，三個(gè)語(yǔ)篇也都表達(dá)了對(duì)音樂(lè)的感受。在介紹基本情況和表達(dá)感受的語(yǔ)用要求下，三個(gè)語(yǔ)篇都采用了過(guò)去分詞作表語(yǔ)和狀語(yǔ)這一形式，建構(gòu)了語(yǔ)篇的意義，體現(xiàn)了課標(biāo)所提倡的“形式-意義-使用”的三維動(dòng)態(tài)語(yǔ)法觀?！網(wǎng)hy】語(yǔ)篇一體現(xiàn)了音樂(lè)帶給Henry的強(qiáng)大力量和療愈與慰藉；語(yǔ)篇二中展現(xiàn)了熱愛(ài)音樂(lè)的Impact樂(lè)隊(duì)可以戰(zhàn)勝一切質(zhì)疑堅(jiān)守內(nèi)心；語(yǔ)篇三中通過(guò)George的話體現(xiàn)了他對(duì)音樂(lè)的熱情和音樂(lè)對(duì)他的鼓舞。三個(gè)語(yǔ)篇從音樂(lè)家和觀眾的兩個(gè)視角展現(xiàn)了音樂(lè)的療愈功能，用心感受和體驗(yàn)音樂(lè)不僅能豐富生活，而且音樂(lè)的強(qiáng)大力量能讓困境中的人積極面對(duì)生活，尋找自我和個(gè)人價(jià)值。學(xué)情分析【W(wǎng)hattheyhaveknown】Studentshavelearnedandexperienceddifferentformsofmusicinpreviouslessons,sotheyarefamiliarwiththethemeandthetopic;StudentshavemasteredpastparticiplesastheattributeandtheobjectcomplementinUnit4,sotheyalreadyhaveagoodcommandoftheformofpastparticiple.【W(wǎng)hattheyhaven’tknown】Studentsaren’tclearwithpastparticiplesasthepredicativeandtheadverbial;Studentscan’tfigureoutthefunctionsofthestructure;Studentsfindithardtousethestructuretoexpressfeelingsanddescribesituations.教學(xué)目標(biāo)Bytheendofthelesson,studentswillbeableto:totransformcompoundsentencesintosentenceswithpastparticiplesasadverbial;toconcludethefunctionsofpastparticiplesbyunderstandingthemeaningofdiscourse;towriteexperienceswithmusicanddescribetheirfeelings;toseekandexpresspowerandself-valueofmusic.教學(xué)重點(diǎn)難點(diǎn)Teachingkeypoints:toclarifythefunctionsofpastparticiplesaspredicativeandadverbial;tofigureoutmeaningsofdiscourseswithpastparticiples.Teachingdifficultpoints:tosharefeelingsanddescribesituationsbyusingpastparticiples;tobemotivatedbymusicbyreadingandsharingstorieswithmusic.教學(xué)過(guò)程TeachingactivitiesDesignpurposesLead-inReviewandchecktheprogressoftheCampusMusicFestivalReviewwhatwehavepreparedforthemusicfestivalbasedontheTaskList.Showthetasksofthislesson,toknowmoremusiciansandshareexperienceswithmusic.WatchandsharefeelingsPlayavideoclipofaboywithautism(孤獨(dú)癥)listeningtohisfavoritebandandaskstudents“Whatdidhedo?”and“Howdidtheboyfeel?”Askstudentstosharetheirfeelingswithmusicwhenintrouble.Possibleanswerslike“feelencouraged”showpastparticiplesaspredicative.Toleadtothethemeofthislessonandpreparefortheproductionpart.PresentationActivity1ReadandtransferAfterhewasborninalittlefarmingtowninNevada,Whitacredreamedtobeapopstar.Becausehewasstunnedtofindnorelevantcoursesinuniversity,hejoinedthechoir.WhenhewasmovedAfterhewasborninalittlefarmingtowninNevada,Whitacredreamedtobeapopstar.Becausehewasstunnedtofindnorelevantcoursesinuniversity,hejoinedthechoir.Whenhewasmovedbythismusic,hesaid,“Itwaslikeseeingcolorforthefirsttime”.Findcommonpointsofthethreesentences.Theyarealladverbialclauses.Thepredicateverbsinclausesarebe-verbs.Thesubjectsoftheclausesarethesameasthoseofmainsentences.III.Transferthesesentences.1.Instructthatwhenacompoundsentencehasthethreecommonpoints,itsclausecanomitthebe-vandthesubject,eventheconjunctionifpossible.2.Takethefirstsentenceforexample.BroughtupinalittlefarmingtowninNevada,Whitacredreamedtobeapopstar.3.Askstudentstotransfertheother2sentences.Becausestunned/Stunnedtofindnorelevantcoursesinuniversity,hejoinedthechoir.Whenmoved/Movedbythismusic,hesaid,“Itwaslikeseeingcolorforthefirsttime”.IV.Rewritethefollowingsentencesandtranslate.(WorkbookP86)IfIamgiventheopportunitytoperformaloneonvideo,Iwillenjoytheexperience.AfterhewaspresentedwithPlayoftheYearAward,Samcompletedthefinalyearofhiscareerwithgreatsatisfaction.Theyareconnectedbyvirtualmusicandtheyoftenperformandwritemusicalcompositionstogetheronline.Summary(WorkbookP86)IfIamgiventheopportunitytoperformaloneonvideo,Iwillenjoytheexperience.AfterhewaspresentedwithPlayoftheYearAward,Samcompletedthefinalyearofhiscareerwithgreatsatisfaction.Theyareconnectedbyvirtualmusicandtheyoftenperformandwritemusicalcompositionstogetheronline.Activity2RewritethestoryReadthestoryandanswerquestions.Originalversion:Originalversion:TheSilverHallisusuallyusedforsingingperformancesandisfullofcheersandenergy.Henrywashighlyinterestedinmusicandbegantowriteoriginalcompositionswhenhewasinhighschool.TheywerepleasedwithhismusicandsongsandfinallyinvitedhimtoperformintheSilverHall.Thoughhewasaffectedbygradualblindnesssoonaftertheperformance,Henrywasstillcapableofwritingcompositionsandhefoundthatcreatingmusicwasareliefandcureforhisillness.Whenhegotabsorbedinhisworldofmusic,hefeltasifhecould“see”thebeautyoftheworldaroundhim,likehehadinhispreviouslife.Q1:WhattheSilverHallisusedfor?(describesituations)Q2:WhydidHenrybegintowritehisowncompositions?(expressfeelings)Q3:HowdidworkersintheSilverHallfeelaboutHenry’ssongs?(expressfeelings)Q4:WhathappedtoHenryaftertheperformance?(describesituations)Q5:WhydidHenrysayhecould“see”thebeauty?(describesituations)RewritethestoryTransformedversion:Usuallyusedforsingingperformances,theSilverHallisfullofcheersandenergy.HighlyTransformedversion:Usuallyusedforsingingperformances,theSilverHallisfullofcheersandenergy.Highlyinterestedinmusic,Henrybegantowriteoriginalcompositionswhenhewasinhighschool.Pleasedwithhismusicandsongs,theyfinallyinvitedhimtoperformintheSilverHall.Affectedbygradualblindnesssoonaftertheperformance,Henrywasstillcapableofwritingcompositionsandhefoundthatcreatingmusicwasareliefandcureforhisillness.Absorbedinhisworldofmusic,hefeltasifhecould“see”thebeautyoftheworldaroundhim,likehehadinhispreviouslife.Topresentstudentshowtotransformadverbialclausesintopastparticipleasadverbial.Inthisway,studentscanclarifytheformofpastparticiplesasadverbial.Todeepenstudents’knowledgewithEricWhitacreandfeelthepowerofmusic.Topracticetorewritesentencesandknowthemeaningofpastparticiples.Studentscanbepreparedfortheproductionactivity.Tofigureoutpastparticiples’grammarmatterandfunctionbyunderstandingthemeaningofthediscourse.Toclarifythefunctionsofpastparticiple,expressingfeelingsanddescribingsituationsbyunderstandingthemeaningofthetext.Torealizehowpastparticiplepolishessentencestomakethepassageconcise.Toguidestudentsnoticethatit’snecessarytovarysentencepatterns.PracticeToprepareforthemusicfestivalinourschool,let’sknowmoreaboutmusicbandsandmusicfestivals.Activity1Shareyourfavoritemusician[Pairwork](StudentbookP54)ReadtheparagraphabouttheImpactBandandfillintheblanks.Thinkwhytheyarepopular.Sharewithyourpartner.“Whatdoyouknowaboutyourfavoritebandormusician?”Activity2DescribepicturesAskstudentsworkingroupof4towriteasmanysentencesaspossibletodescribesituationsandfeelingsofthepicturesbyusingpastparticipleaspredicativeandadverbial.Exercisesindiscoursedeepenstudents’understandingtheformandmeaningofpastparticipleaspredicativeandadverbial.Thetextsenrichstudentsvocabularyaboutfeelingsandmakestudentsfeelthepowerofmusic.Picturescanshowsituationsvividly.Applyingtheseusefultools,guidestudentstothinkpositivelytodescribesituationsandexpressfeelings.Inthisway,thefunctionandmeaningofpastparticiplescanbestressed.ProductionTalkandshareMusicinspirespeopleintrouble.Shareyourexperiencesabouthowmusichelpyououtinfaceofdifficultsituations.Youcanrefertothefollowingchartandremembertousepastparticiplesaspredicativeandadverbial.DifficultsituationsFeelingswhenintroubleFeelingsaboutmusicToapplytheformandfunctionofpastparticiplestoex