高中英语 人教版必修二 Unit 5 Music Unit 5 第5课时

安徽省普通高中新课程新教材优质课评选暨优秀课例汇集活动英语学科教学设计课时教学设计第5课时Unit5MusicDiscoverUsefulStructures:Expressfeelingsanddescribesituations1.教材分析【What】语法板块（DiscoverUsefulStructure）的话题是表达感情和描述情形，所选语篇主要体现人与自我主题语境下通过音乐丰富自我并采取积极人生态度的内容要求。此板块有三个语篇，第一个是StudentBook部分活动二的语篇记叙了有音乐才华Henry受邀去银色大厅演出后失明但一直以音乐作为疗愈的工具积极生活，在音乐中寻找光明；第二个语篇是StudentBook部分活动四的段落介绍了中国摇滚冲击力乐队显著的品质，敢于面对质疑、永不言弃、团结一心共寻辉煌；第三个语篇是Workbook部分活动五的对话，Linda向George询问音乐节的感受。【How】StudentBook中的语篇都是第三人称，用到了介绍语篇主体基本情况的表达，三个语篇也都表达了对音乐的感受。在介绍基本情况和表达感受的语用要求下，三个语篇都采用了过去分词作表语和状语这一形式，建构了语篇的意义，体现了课标所提倡的“形式-意义-使用”的三维动态语法观。【Why】语篇一体现了音乐带给Henry的强大力量和疗愈与慰藉；语篇二中展现了热爱音乐的Impact乐队可以战胜一切质疑坚守内心；语篇三中通过George的话体现了他对音乐的热情和音乐对他的鼓舞。三个语篇从音乐家和观众的两个视角展现了音乐的疗愈功能，用心感受和体验音乐不仅能丰富生活，而且音乐的强大力量能让困境中的人积极面对生活，寻找自我和个人价值。学情分析【Whattheyhaveknown】Studentshavelearnedandexperienceddifferentformsofmusicinpreviouslessons,sotheyarefamiliarwiththethemeandthetopic;StudentshavemasteredpastparticiplesastheattributeandtheobjectcomplementinUnit4,sotheyalreadyhaveagoodcommandoftheformofpastparticiple.【Whattheyhaven’tknown】Studentsaren’tclearwithpastparticiplesasthepredicativeandtheadverbial;Studentscan’tfigureoutthefunctionsofthestructure;Studentsfindithardtousethestructuretoexpressfeelingsanddescribesituations.教学目标Bytheendofthelesson,studentswillbeableto:totransformcompoundsentencesintosentenceswithpastparticiplesasadverbial;toconcludethefunctionsofpastparticiplesbyunderstandingthemeaningofdiscourse;towriteexperienceswithmusicanddescribetheirfeelings;toseekandexpresspowerandself-valueofmusic.教学重点难点Teachingkeypoints:toclarifythefunctionsofpastparticiplesaspredicativeandadverbial;tofigureoutmeaningsofdiscourseswithpastparticiples.Teachingdifficultpoints:tosharefeelingsanddescribesituationsbyusingpastparticiples;tobemotivatedbymusicbyreadingandsharingstorieswithmusic.教学过程TeachingactivitiesDesignpurposesLead-inReviewandchecktheprogressoftheCampusMusicFestivalReviewwhatwehavepreparedforthemusicfestivalbasedontheTaskList.Showthetasksofthislesson,toknowmoremusiciansandshareexperienceswithmusic.WatchandsharefeelingsPlayavideoclipofaboywithautism(孤独症)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