新课标高中英语人教版必修二unit5教案 (Unit5 Music--Period3 Listening and Reading)

第一篇：新课标高中英语人教版必修二unit5教案 (Unit5 Music--Period3 Listening and Reading)

Period 3 Listening and Reading

The General Idea of This Period：

This period aims at training students’ two skills—listening and reading skills.Students have to get the general idea of Freddy’s story and get detailed information by reading the rest of Freddy’s story.Having the general idea of the whole story，students are expected to sum up the advantages and disadvantages of being famous.What’s more，students are encouraged to express their opinions on whether they would enjoy being famous and give their own reasons.Teaching Aims：

1.Train the students’ abilities to listen to the story about Freddy.2.Enable the students to memorize some important information about Freddy’s story.3.Train the students’ abilities to express their opinions.Teaching Important Points：

1.Develop students’ listening skill to get all the needed information.2.Enable students to retell the story.3.Train the students’ abilities to express the advantages and disadvantages of being famous.Teaching Difficult Points：

1.How to catch all the points about Freddy from listening.2.Retell the information about Freddy.Teaching Methods： 1.Listening skill directing.2.Task-based activity.Teaching Aids：

A tape-recorder，a projector，some slides and a multiple-media computer.Teaching Procedures：

Step 1 Review and Check the Homework T：Last class we learned something about the attributive clause with the preposition ahead of the relative clause.Remember? Ss：Yes.T：Can you make a sentence with this structure? Ss：Yes.S1：The guitar with which they gave performance was lost.T：Good.S2：The name by which the group was known was “The Monkees”.T：Well done.S3：The book，the cover of which is broken，is not mine.T：Yeah，very good.S4：The singer with whom Coco Li sang was very happy.T：Terrific!

T：Good，all of you have reviewed the lesson.Then let’s go on to check the homework.Ex.2 on Page 71.Correct the sentences.I would like some students to come here and write down your correct sentences on the blackboard.（8 students come to the blackboard and write down the sentences.The other students check their sentences.）

第二篇：人教新课标高中英语必修1Unit2EnglishAroundtheWorld教案

Unit 2 English Around the World

Ⅰ单元教学目标

技能目标Goals

Talk about English and its development, Different kinds of English

Talk about difficulties in language communication

Learn to make dialogue using request & commands

Learn to transfer from direct into indirect speech

Learn to give opinions and organize ideas by way of brainstorming

Learn to make a poster showing your ideas clearly Ⅱ目标语言功能句式

Talk about English and its development Refer to Introduction in the teachers’ book

Talk about difficulties in language communication

Different speaker may come from different place, so they may use different words and dialect, such as subway-underground、left-left-hand-side、two blocks two streets.Make dialogues using request or command: Pardon? Could you repeat that, please?

I beg your pardon? Can you speak more slowly, please? I don’t understand.Sorry.I can’t follow you.Could you say that again, please? How do you spell it, please?

词汇

1.四会词汇

include role international native elevator flat apartment rubber petrol gas modern culture AD actually present(adj.)rule(v.)vocabulary usage identity government Singapore Malaysia rapidly phrase candy lorry command request retell polite boss standard mid-western southern Spanish eastern northern recognize accent lightning direction ma’am subway block 2.认读词汇

Shakespeare Noah Webster Lori dialect Houston Texas Buford Lester catfish 3.固定词组

play a role(in)because of come up such as play a part(in)

语法

Command & request

Open the door.Please open the door.Would you please open the door? Indirect Speech

He told(asked)me to open the door.Ⅲ.教材分析和教材重组: 1.教材分析

本单元的中心话题是 “English language and its development, different kinds of English”.通过对世界英语这一话题的探讨,加强学生对英语语言的了解,对当代语言特别是英语发展趋势的了解.世界在发展,时代在前进,语言作为交流的工具,也随着时代的发展而变化.由于英语在世界上的广泛使用,它不断地吸收、交融、容纳、创新,这就形成了各种各样带有国家、民族、地区特色的英语.没有人们认为的那种唯一的标准英语。尽管如此，我们还是要通过本课文的学习让同学们感受、了解美国英语、澳大利亚英语、印度英语、新加坡英语等都有自己的规律和惯用法，和不同的发音规律。

1．1 Warming Up简要介绍了世界英语的分支以及英语语言在不同国家产生的差异，使学生感受英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有一个粗浅的了解。

1．2 Pre-reading通过两个问题引发学生对课文主题的思考，以便参与课堂活动。

1．3 Reading简要地说明英语语言的起源、发展变化、形成原因，以及它的发展趋势。

1．4 Comprehending主要是检测学生对课文基本内容的理解程度。

1．5 Learning About the Language主要通过各种练习帮助学生重温本单元前几个部分所学的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异，并着重介绍了本单元的语法项目（Request & Command and Indirect Speech）。

1．6 Using Language其中的reading and talking主要介绍了当今世界各地各国说英语有自己的特色，即便是美国东西部、南北部，说话均有所不同。为帮助培养跨文化意识，可以让学生学完课文后讨论中国的方言，使他们感受到本国的文化差异。

2．教材重组

2．1 导入把Warming Up 作为一堂课。

2．2 精读把Pre-reading、Reading 和 Comprehending整合在一起作为一堂课精读课。

2．3 语言学习把Learning About Language和Workbook中的Using Words, Using Structures 结合在一起。

2．4 写作

2．5听和说把课文中的听和说整合成一堂课。

2．6 练习课 workbook exercises & other Exx.3．课型设计与课时分配

1st period Warming Up

2nd period Reading &Language Study

3rd period Learning About Language r& grammar 4th period Writing

5th period Listening & Speaking 6th period Exercises

Unit 2 English around the world Period One Warming up

一、教学目标（teaching aims）student’s book;warming up

1、能力目标(ability aim)

a.Enable students to talk about the world Englishes

b.Enable students to talk about the differences between Am.English and Br.English

2、语言目标(language aim)

more than;include;play an important role;because of;international;native;elevator;flat;apartment;rubber;petrol;gas;

二、教学重难点(Teaching important points)a.Students learn about the world Englishes and the differences between Am.English and Br.English.b.Students can understand the jokes caused by the misunderstanding of different Englishes.三、教学方法(Teaching method)

a.Individual, pair or group work to finish each task.b.Listening c.Discussion

四、教具准备(Teaching aids)

a computer;a tape-recorder;a projector

五、教学步骤(Teaching procedure)Step I.Leading-in

Fun time: warm the students up by asking them to greet each other with their dialects.At the same time, lead the students to think about the topic of this unit--“language”.Step II.Warming up.1)A quiz about the national flag of countries speaking English as their first or second language.Lead the students to the topic “English Around the world”.2)Ask the students to think about the question about the “world Englishes”.Step III.Talking about “world Englishes”, especially the differences between “American English” and “British English”

1)Listen to a dialogue between an American and an Englishman.And try to find out the cause of the misunderstanding between them.2)Talk about the differences between American English and British English.(mainly about vocabulary and spelling)Step IV.Speaking Task.Students make up a dialogue with a misunderstanding caused by the differences between “American English” and “British English” like the dialogue they listened to.Unit 2 English Around the World Period Two Reading

教学目标（Teaching aims）

Get the students to know English language and its development and different kinds of English through this passage.教学内容(Teaching contents)

Get the knowledge of English language and its development and different kinds of English.能力目标(Ability aim)

Get some knowledge of different kinds of English 语言目标(Language aim)

Grasp some words and expressions such as, play a role in /because of/ come up/ play a part in and learn the grammar--the indirect speech of the imperative clause 教学重难点(Teaching important points)The indirect speech of the imperative clause 教学方法(Teaching methods)task-based approach 教具准备(Teaching aids)multi-media computer

教学步骤(Teaching procedure)Step 1 Warming up.Warm the students up by ask them to tell the differences between American English and British English.Step 2

Pre-reading.Ask the students to discuss some questions about “English” in pairs.1.How many people speak English in the world today? 2.Why do so many people speak English? 3.What has helped to spread English around the world? 4.Do you think it important for Chinese to learn English? Why? Step 3

Reading.1)The first-reading.Ask the students to scan the text and choose the correct answer in the book.2)The second-reading.Ask the students to read the text paragraph by paragraph, and get some detail information.a.For the first and second paragraph, students answer some questions

b.For the third and fourth paragraph, students find out the information to fill in the table of the development of English.c.For the last paragraph, students find out the reason why India speaks English.Step 4

Discussions:

1.Do you think it matters what kind of English you learn? Why? 2, Why do you think people all over the world want to learn English?

3, Do you think Chinese will become the most popular language in the world instead of English in the future?

Step 5

Extension

Give the students some information of origin of British English and American English.The formation of British English From 17th century—19th century

The UK colonized Ireland and joined with Scotland long ago

Colonized;North America, the Caribbean India, including Pakistan, Bangladesh, Australia, New Zealand, Palestine, parts of sub-Sahara Africa, Hong Kong, Singapore and the Pacific Islands The formation of American English

American colonial rulers also brought their English to:

Hawaii, Puerto Rico, the Philippines and other Pacific island in the late 19th century Introduce the situation of English speaking in China.Tell them some proper items.Native speaker: A person who speaks English since birth but who may not speak a standard form of it.L1 speaker: A native speaker of English who uses it as his or her mother tongue or an immigrant to an English-speaking country who always prefer to use it ESL: English as a Second Language

L2 speaker: A second language speaker of English EFL: English as a Foreign Language Step 6

Homework

1.Finish the exercise on page 11.2.Read passage on page 51 The Oxford English Dictionary and make notes about Murray’s life.Unit 2 English around the world

Period Three Learning about Language

一、教学目标（teaching aims）student’s book;Discovering useful structures

1、能力目标(ability aim)

a.Enable students to tell the differences between a request and a command.b.Enable students to learn about the Indirect Speech(requests & commands)c.Enable students to use the Indirect Speech(requests & commands)

2、语言目标(language aim)

command;request;retell;polite;boss Indirect Speech(requests and commands)

二、教学重难点(Teaching important points)a.Students learn about the differences between a request and a command.b.Students learn about the Indirect Speech(requests and commands)c.Students can use the indirect speech.三、教学方法(Teaching method)

a.Individual, pair or group work to finish each task.b.Discovering the structure through examples c.Practice

四、教具准备(Teaching aids)a computer;a projector

五、教学步骤(Teaching procedure Step 1.Warming-up(Revision)

Warm the students up by asking them to go over the Direct Speech and Indirect Speech..Do some exercises : change a statement or a question into Indirect Speech.Step 2.Talk about Request and Command.1)Talk about the polite and Impolite tune.2)Change the commands into Requests.3)Learn to give requests or commands according to the situations.Step 3.Talk about how to change a request and a command into Indirect Speech.ask(ed)sb(not)to do sth tell/told sb(not)to do sth

Step 4.Practise changing a request or a command into Indirect Speech.Step 5.Using the structure.A game: choose two students act as two robots.One listens to the requests, the other listens to the commands.Other students give either requests or commands, and the robots do what the students asked them to do.Unit 2;English Around the World(Period Four)writing

教学目标（Teaching aims）

a.Let students get to know how to write a statement by using brainstorming

b.Try to use connecting words or sentences to make it as an essay or passage not just several sentences.教学内容(Teaching contents)Write a statement

能力目标(Ability aim)

Using the brainstorming way to collect sentences and then arrange them properly 语言目标(Language aim)I think, I believe，In my opinion…

We learn English to do…

教学重难点(Teaching important points)How to arrange sentence correctly.Try to use connecting words.教学方法(Teaching methods)Brainstorming way

教具准备(Teaching aids)multi-media computer

教学步骤(Teaching procedure)Step1 Leading in

Use the brainstorming way to ask students “Why should we live?” which is a simple question, at the same time there might be various answers to the question, which will stimulate their interest.Step2 Presentation

Also use the brainstorming way to ask “Why should we learn English?” and “how can learning English help China?” Step3 A poster

Write a poster to collect all their ideas.try to use completely sentences, such as : I like to study English and use it for business in the future.I want to study English well so that I can read English books.Say, come to the blackboard and write down your ideas, trying to use complete sentences, such as: If I learn English well, I can bring in the advanced foreign technology to China.So China will become stronger.I decide to learn English well, in this case I can read many English novels, so I can translate them into Chinese, then more Chinese can know more things about the world.Step4 Write an essay

The title is “Do we need to learn English?”

Step5 Display the structure on how to write the essay.1.State your points of view.2.Show the supporting reasons.3.Get a conclusion Step6 Show them the connecting words which can help them to join the sentences and paragraphs.Illustration: I think , I believe, In my opinion, As far as I am concerned… Addition: firstly, secondly, then, besides, at last… Contrast: however, but , on the other hand… Summary: in short, in a word, therefore, so…

Step7 Give them a simple example which is not complete Do we need to learn English?

I strongly think we not only need learn English but also learn it well…Why should we learn it…How can learning English help China in the future?…So… Step8 Homework My Experience of Learning English Para1.My problems in learning English.Para 2.How I can improve my English.Para.3.What I like about learning English.Para Para 4.How I hope to make use of my English.Unit 2: English Around the World Period Five Listening & speaking

一、学目标(Teaching aims)

教材(Teaching materials)listening materials on p12 and p14 on the textbook, another one attached

1、能力目标(ability aim)enable Ss to catch the listening materials and understand them and distinguish British and American English, try using them in dialogues.2、语言目标(Language aim)distinguish some words used in British and American English、some dialect and accent

二、教学重难点(Teaching important points)understand words used in British and American which have the same meanings and some dialect accent

三、教学方法(Teaching method)listening and talking

四、教学准备(Teaching aids)tape recorder and get students’ answer sheet printed out

五、教学步骤(Teaching procedure)Step 1 Listening

Listening 2(text book p14)

Listen to the tape, getting to know American dialect and accent.Step 2 Speaking

After listening to different dialects and accents, see if Ss know how to pronounce the following words:

ask after either neither kilometer box……and more

Unit Two :English Around the World The Sixth period Exercises

一．教学目标：(Teaching aims)Finish the exercises on the workbook 1．能力目标：(ability aim)

a)Enable the students to command “commands and requests” b)Through cooperative work find out correct answers themselves 2．语言目标：(language aim)Full understanding of the readings

二．教学重难点(Teaching important points)Understanding the main ideas of the passages 三．教学方法(Teaching method)a.Fast and careful reading

b.Individual, pair or group work to finish each task c.Discussion

四．教具准备(Teaching aids)a computer

五．教学步骤(teaching procedure)Step 1.Warming up

Step 2: speaking task(Review commands and requests)

Offer them situations and try to make dialogues with commands and requests Step 3 :Do the “Reading” on P13 and answer questions on it briefly.Step 4: Finish the “Reading Task” at p.51 and complete the form after it.Step 5: Group work:

Ask them to sum up what codes and short forms of words they often use when they often chat on the net with others.Step 6: check up their researching result.Step 7: homework.

第三篇：人教版高中英语必修二unit5语法教案

Study Case for Grammar in Unit 5 SB2 Step 1.Can you find five sentences in the reading passage that contain prep.+ whom/which attribution clauses? Underline them.Step 2.Sort out the following messages that are mixed up to make complete sentences containing attributive clauses.Pay attention to the use of prepositions.1.I remember the day

with which

Dave composed our first hit

was chosen by Mike’s mum.2.The guitar

when our band was formed

is in a music museum.3.The name

in whom

we have great interest

as if it was yesterday.4.The show

by which

we were to become famous

was in American.5.The singer

with whom

we practiced the most

is Freddy.6.The musicians

at which

we played our first hits

toured Europe with us.Step 3.Read the passage and complete it using attributive clauses, some of which may use prep.+ whom/which.There have been many popular bands in the world ,________ the most famous was the Beatles.The four young men ________made up the band only performed and recorded from 1963 to 1970.During those years they gave many concerts, ________ they played all their latest hits.They made many records, ________ they will always be remembered.Their songs were a mixture of rock and roll and ballads, ________ they often wrote about their own lives and problems.Although they were not trained actors they took part in films ________ they often played themselves.Their performances were humorous and interesting.Their fans, ________ the Beatles would not have been so famous, at last caused problems for them.They followed them every where.Finally they stopped their concerts in order to live quieter lives, although their songs remain as popular as ever.Step 4.Practice

Play a game of definitions.Get into pairs.One asks the first question and the other answers it using an attributive clause containing prep.+ whom/which.If the answer is correct , swap roles.If not, continue with the next question.Pick out some questions below to play the game.Work out some questions of your own if you like.EXAMPLE: S1: What’s a letter box? S2: It’s a box with a hole through which the postman puts the letters.1.What’s a gym?(in which)

2.What’s a vacation?(during which)3.What’s a library?(from/in which)

4.What’s a university?(at which)5.What’s a doctor?(to whom)

6.What’s a studio?(at which)7.Who’s Father Christmas?(from whom)

8.What’s a good friend?(with whom)

Tips: 1.building, exercise 2.period of time, relax and enjoy themselves 3.building, borrow books 4.place of higher learning , students study a particular subject to a high level 5.a person, be sick 6.a place if you are a band, your can record your songs.7.a person, receive presents 8.a person, share all your troubles.Step 5.Instruction

“介词+关系代词”引导的定语从句的基本用法

例句：

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.They may start as a group of high-school students, for whom practicing their music in someone’s house is the first step to fame.3.Later they may give performances in pubs or clubs, for which they are paid in cash.4.The musicians were to play jokes on each other as well as play music, most of which was based loosely on the Beatles.5.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.6.They produced a new record in 1996, with which they celebrated their former time as a real band.一、基本用法

当关系代词在定语从句中充当介词的宾语时，我们用介词＋关系代词(whom或which)引导定语从句。如果指人，用介词＋whom；如果指物，用介词＋which。介词前置时，关系代词不能用that或who，即介词不与that或who连用。若介词后置则可以用that/who，还可省略。

There comes Tom,_____ whom I have been waiting for an hour.汤姆来了，我等他等了一个小时了。

He handed me a pen, _____which I wrote down his phone number.他递给我一支钢笔，我就用它写下了他的电话号码。Do you know the boy that/who/whom she was talking to? 你知道与她交谈的那个男孩是谁吗？

二、“介词＋关系代词”的种类 1．介词＋which/whom Is this the car for which you paid a high price? 这是你花大价钱买的车吗？

He broke his glasses, without which he can't see anything.他打破了眼镜，没有眼镜他什么也看不见。

The policeman with whom Mr.Smith is talking in the office is my friend.正在办公室与史密斯先生谈话的那个警察是我的朋友。

(2009·陕西高考)Gun control is a subject________ Americans have argued for a long time.A．of which

B．with which

C．about which

D．into which 2．代词/数词＋介词＋which/whom Mary has two brothers, both of whom are doctors.玛丽有两个哥哥，他们都是医生。

The factory produces half a million pairs of shoes every year, 80% of which are sold abroad.这家工厂每年生产50万双鞋子，其中80%销往国外。

(2011·浙江高考)English is a language shared by several diverse cultures, each of ________ uses it somewhat differently.A．which

B．what

C．them

D．those 3．the＋形容词/名词＋介词＋which/whom China has hundreds of islands, the largest of which is Taiwan.中国有成百上千的岛屿，最大的是台湾岛。

I will talk to those students the homework of whom hasn't been done.我要和没完成作业的同学谈话。

The book, the cover of which/whose cover is red, is written by Mr.Jones.这本书是琼斯先生写的，它的封面是红色的。

(2010·江苏高考)The newlybuilt café，the walls of ________ are painted light green，is really a peaceful place for us, especially after hard work.A．that

B．it

C．what

D．which 4．介词＋whose＋名词(指物的先行词在定语从句中作定语时还可以用the +noun +of which的结构来表示)He lives in an old house, under whose roof live a family of birds.他住在一座老房子里，在屋檐下住着一窝鸟。

We were grateful to Mr.Li, in whose car we had traveled home.我们都很感谢李先生，我们就是坐他的车回家的。5．“介词＋which”常可以和when, where, why互换

I'll never forget the days when(in which/during which)I worked with you.我将永远不会忘记和你一起工作的那些日子。This is the office where(in which)I used to work.这就是我过去工作过的办公室。

I'd like you to explain the reason why(for which)you were absent.我想让你解释一下你缺席的原因。

(先行词在定语从句中作状语时根据不同类型的状语，用不同的介词+关系代词，时间状语使用on;in;by;during等表示时间的介词；地点状语用on;in;at;to;from等表示地点的介词；原因状语用for;方式状语用in;by;with等。)where可以替代to/at/from/in which, 例如：They visited the city where/in which John Denver was born.when可以替代during/at/in/on which，例如：I will never forget the year when/in which our band started.why可以替代for which，例如：The reason why/for which he left the band was that he hated the busy life.how可以替代in which，但是要同时去掉the way，例如：The students do not know how/the way in which a music band can be formed.Eample: I don’t understand the way in which you solved this problem.→I don’t understand how you solved this problem.1.This is the month during which we like to go to outdoor concerts.→This is the month when we like to go to outdoor concerts.2.She gave a musical concert in the hall in which we interviewed a famous violinist last week.→She gave a musical concert in the hall where we interviewed a famous violinist last week.3.Lillian lives in a town in which there are many cultural events.→Lillian lives in a town where there are many cultural events.4.A concert hall is a place to which you go to buy tickets for a show.→A concert hall is a place where you go to buy tickets for a show.5.Finding a job as a singer was the reason for which I moved.→Finding a job as a singer was the reason why I moved.6.Summer is the time at which it is best to practise outside with your band.→Summer is the time when it is best to practise outside with your band.7.His studio was the place in which we recorded our greatest hits.→His studio was the place where we recorded our greatest hits.8.I relied on my car until it broke down at the place at which three roads meet.→I relied on my car until it broke down at the place where three roads meet.9.I am familiar with your songs and the way in which you compose them.→I am familiar with your songs and how you compose them.10.It is a time at which the sun begins to sink and the moon to rise.→It is a time when the sun begins to sink and the moon to rise.三．“介词+关系代词”引导定语从句介词的选择

“介词关系代词”分为三种情况：介词必须放在关系代词前；介词必须放在从句谓语动词后，不提前；介词既可以放在从句谓语动词后，也可提前。1.介词必须放在关系代词前

指代先行词的关系代词与介词构成介词短语时，介词必须放在关系代词前。例如： This is the desk on which I found my book.注意：关系代词which代替先行词the desk, 并与介词on构成介词短语on the desk, 作定语从句的地点状语。例如： I’d prefer to live in the house in front of which there is a cherry tree.关系代词which代替先行词the house, 与in front of 构成介词短语in front of the house, 作定语从句的地点状语。例如： There was a time in history during which the blacks were treated as slaves.关系代词which代替先行词a time, 与介词during构成介词短语during a time, 作定语从句的时间状语。例如： I don’t like the way in which he treats us.关系代词which代替先行词the way,与介词in构成介词短语in the way, 作定语从句的方式状语。先行词为表示方式的名词the way时，此定语从句还可以用关系代词that或省略关系代词。2.介词必须放在从句谓语动词后，不提前

当介词与定语从句的谓语动词连用构成固定的短语动词时，介词不能提前放在关系代词前面，而是要放在从句的谓语动词之后。例如：

He is the man(who/whom/that)I’m looking for.定语从句（who/whom/that）I’m looking for 的谓语动词是固定的短语动词look for，介词for不能与look分开，因此介词for不能提到关系代词前。

这类短语如：look for, look after, look forward to, put in for申请,care for,pay a visit to 3.介词既可以放在从句谓语动词后，也可提前

当介词可以与指代先行词的关系代词构成短语搭配，也可以与定语从句的谓语动词连用构成短语动词时，介词可以放在关系代词前，也可以放在从句的谓语动词之后。例如：

Do you know the person(who/whom/that)I talked to just now(=to whom I talked just now)? 在“介词+关系代词”结构中，介词后面的关系代词只能用which（指物）或whom(指人)。在本句中介词可以与代替先行词the person的关系代词whom构成短语to the person或与从句中的动词talk构成动词短语talk to,因此介词to 可以放在关系代词前，也可以放在从句的谓语动词之后。[课堂实练]

1.I don’t think the number of people ____ this happens is very large.A.whom

B.to whom

C.on whom

D.which 2.The school has 3,000 students, _____ 1,800 are men.A.whose

B.of whom

C.that

D.of which

3.Recently I bought an ancient Chinese vase, ______ was very reasonable.A.which price

B.the price of which C.its price

D.the price of whose

4.The gentleman ______ you told me yesterday proved to be a thief.A.who

B.about whom

C.whom

D.with whom 5.She wrote a lot of stories for children, _____ this is one example.A.in which

B.of which

C.among them

D.of them 6.He offered us a lot of money _____ we couldn’t buy these machines.A.without which

B.with that

C.with which D.without that 7.Mary, ____ for help, has gone to England.A.who I can go to

B.whom I can go C.to whom I can go

D.I can go to

8.Now we have very powerful telescopes _____ we can study the skies.A.in which

B.with which

C.through which

D.by which 9.The man ______ she was married was a soldier.A.whom

B.to whom

C.with whom

D.who 10.Tom, ____ I went to the concert, is a friend of mine.A.whom

B.who

C.with whom

D.whose 附：

一、与介词搭配动词+介词

begin with 从/以„开始 believe in 信任/信赖/信仰

belong in/on/under在„中/上面/下面有适当位置 belong to 属于„

break/burst into 闯入;突发 break through 冲破

call at 短暂访问/停靠(某地)call for 要求/需要„

call on 看望;号召(某人)care about 对„关心/感兴趣

care for 对„关心/喜欢/尊重/想要;照料

catch at 去接/抓„

change for 转车去„处;于(某物)交换

change/turn into 变成(=become)come across 走过„来;偶然碰到/找到

come at 达到/了解/攻击„

come from 来自/出身于„

come into 进入;开始;得到;继承

come to(oneself)苏醒(=come back to life)come upon 偶然碰到/攻袭/发生/出现于

concern about 关心„

connect with 连系/衔接„

consist of 由„组成

count on 信赖/指望„

date from 始于„

deal in 经营/从事„

deal with 涉及/处理/应付„;与„打交道/做生意

depend on 依赖/依靠„

die for 为„而死;渴望

die from/of 死于„

dive for 冲向„

dive into 潜入(水中)declare against/for 声明反对/赞成„

do for 适用于/替代/毁掉„

engage in 从事/参加„„

feed on 以„为(主)食/维持生活

feel like 如同/想要„

leave for 动身去„处

lie in 在于„

listen for 注意想要听到„

动词短语分类

finish with 完成;与„绝交 fit into适合于„ fly at 扑向„ fly into 突然爆发 fool with 胡弄;玩弄 gasp at 因„倒抽一口冷气 get into 进入 get off 从(车、船等)下来 get on 上(车、船等)glare at 怒目注视 go over 复习/过一遍„ go through 通过 hear from 受到„的音、信 hear of/about 听说;因„受责备 insist on 坚持要/坚决主张„ join in 加入/一起(做„某事)jump at/on 跃/扑向„;欣然接受„;匆匆作出(结论)jump into 跳入/踊跃投入„ keep to 不离开/坚守/遵行„ knock about 漫游„ knock at/on 敲(门、窗等)knock against 偶然遇到(某人)knock into 撞到„ laugh at 嘲笑„;因„而笑 lay for 埋伏等待„ lay into 猛攻/痛击„ lead to/into 通向/导致„ learn about/of 获悉/听说„ learn from 向„学习;从„吸取教训 listen to 听/倾听„ live by 靠„过活;住在„附近live on 以„为主食;靠„生活 long for 渴望„ look at 看„ look for 寻找„ look into

朝„里看;浏览/查阅/调查/顺便进入访看„ look like 看起来像„

look through 通看/复看/浏览/查看„ look to 注意/照顾/依靠/朝向„ make at 扑向/攻击„

make for 走向/扑向/导致„

manage with 驾驭„;用„来对付 manage without 没„而能对付 meet with(偶尔)遇到;符合 operate on 给„作手术 pay for 为„付款/受罚

play with 以„玩耍/消遣;和„开玩笑 point to/at 指向/指着„ prepare for 为„作准备

quarrel about(sth.)with(sb.)

为(某事)而与(某人)争吵 refer to 指/谈到/参阅„ rely on 依靠„

result from 由„引起 result in 终至„的结果

run across 穿过/偶然发现„ run after 追捕/追随/伺候„ run at 向„冲去/突袭

run for 匆忙来/去拿„;竞选(公职)run into

跑进„;与„相撞/相连接;延续到/共计达„ run to 跑向/求助于„;共达/值„;有(做„的)rush at 冲向/猛攻/匆忙处理„ search for 搜寻

see about 照料/探寻/考虑„ see after 照顾/照看„ see to 照料/修理/注意„

seek after/to 寻求

set about 着手/开始/攻击/散布 send for 派人请„ share in 分享 shoot at 朝„射击

shout at 冲„吼叫/叫嚷 shout to 朝„喊

sit for 参加(考试);代表„当议员 stand by 与„站在一起 stand for 代表„ stare at 盯着看„

step on 踩在„上;用力踩„(加油门)stick to 粘住/坚持„

struggle against 与„斗争 struggle for 为„而斗争 succeed in 在„获得成功

suffer from 受„之苦;患„(病)speak about/of 谈及

speak against/for 发言反对/为„辩护talk about/of 谈到„ talk with/to 与„交谈

think about 考虑/想起/回想„

think of 考虑/想起/记得/想出/认为 turn against 背叛„

turn towards 朝向/倾向于„ twist around 缠绕/摆布„ urge against 极为反对„ wait for 等待 wait on 伺候

win over 战胜/说服„ wish for 想得到/渴望„ work at 从事/致力于/学习„

work on 从事/忙于/影响/安装好„ work to 根据„行事

work towards 设法达到/获得„

第四篇：高中英语必修2·Unit5·Music-Reading教案(人教新课

Unit 5 Music

Reading---教案

Contents:(1)Enable students to appreciate and classify different kinds of music by doing the exercise in Warming

(2)Developing their abilities to express their feeling on music and enlarge their

knowledge on music

Procedures:

Step 1 warming up1、Introduce the topic of music through asking some question such as “Are you fond of music ,Are

you good at singing, Can you play a musical instrument”

Ask students to answer the 4 questions in groups actively while introducing different kinds of

music in the world.Step 2 pre—reading

(1)Get the students to discuss the questions with their partners and then ask them to report their

work..Encourage them express their opinion freely1、Have you heard about any of famous bands in the words, please list them if you have

(Beatles, Back—street boy, West—life)

2、Which one do you like best?

(2)Introduce something about “The Monkeys”

Step 3 skimming

Let the students listen to the tape and find out the answers to the following two questions.1、What are the benefits if students former a band to play in the street?

2、When did “The Monkeys” break up and when did it reunite?

Step 4 Second reading

In this part, students will read the text again and try to understand the sentences and the main idea of

each paragraph, and then finish the exercise 2 and 4 in Comp rending

Step 5 Homework: Fin out some language points in Reading and recite the new words in unit 5

Step 6:Feedback

第五篇：高中英语必修二unit5 music说课稿

高中英语必修二unit5 music

说课稿高中英语必修二unit5 music说课稿

各位老师：大家好！

作为一名新课标下的英语老师，让学生愉快地、充满自信地走进我的英语课堂，是我最大的愿望，让学生在我的英语课堂上享受快乐和成功是我孜孜以求的。多年来，我为实现自己的梦想和追求不懈地努力着。今天，借此平台，希望各位老师指导我的说课，是我更加自信的完成老师的使命。

一、说教材内容和学情

我说课的内容选自人教版普通高中课程标准实验教科书英语必修二第五单元。本单元的话题是Music，它是中学生日常生活中比较感兴趣的话题之一。它中心话题是“音乐”和“音乐类型”，单元的各项活动的设计都是围绕着以音乐类型和不同音乐对人的影响展开的。而对于音乐和音乐家，这种学生感兴趣的话题、与切身相关的情节，很容易就会引起学生们的极大兴趣，因此他们学习的参与性和积极性也会较高。在引导学生阅读前，让学生对不同种类的音乐的英文说法加以熟悉和理解，开阔的学生的视野。而在阅读后，结合现在学生中普遍存在的“选秀热”这一热点问题，引发学生的反思。

我的教学对象是高一学生。高中生思想逐渐成熟，对美的追求和对成功的渴望也越来越强烈，因此课堂中除了关注语言知识学习和语言技能训练外,更应该注重其内心的理解和个人对事物的看法。二、三维教学目标

根据《新课程标准》关于总目标的具体描述，结合高一学生实际，我把教学目标设定为以下几个方面：

（一）知识目标和能力目标

学习一些相关的单词、短语和句式,特别是关于音乐种类的词汇和表达对音乐感受的词。比如：动词prefer,feel,enjoy,appreciate,find.calm,形容词relaxed,sleepy,cheerful,energetic,lively。能用英语表达建议、偏好和爱好。

学生熟悉掌握不同的音乐类型。学会灵活运用课文中的句式，自如的表达自己对音乐的理解和感受，并且从更深一层上去把握不同音乐所表达的不同意义。

（二）情感态度

1.熟悉各种音乐形式，了解音乐在人们生活中的重要性，提高音乐修养

2.从谈论“音乐人的成功”入手使学生了解到做什么事都需要付出艰辛的努力。所谓“台上一分钟，台下十年功”，深化学生的德育教育，进一步激发学生学习的动力。

3.通过开展小组活动，指导学生积极与人合作，相互学习，相互帮助，培养其团队精神。

（三）学习策略

学生在一定程度上形成自主学习，利用所教句型和所学知识积极与同学进行真实交流，提高交际策略，培养学生的英语思维表达能力。

三、说教学目标和教学重难点

这一课的重点有两点：

1.新课标要求在语言教学的同时必须能够深化学生的德育教育。因此，如何调动学生的积极性，使学生理解成功来之不易本课的重点之一。在教学过程中教师利用多媒体视频介绍音乐人经过多年的准备和磨练终于取的成功的例子启发学生思考自己的人生：要想拥有美好的人生，现在就要做好准备。然后让学生谈论现在我们可以做些什么样的准备，如何努力追逐中间的梦想。

2．由于这一课的内容非常多样化，要求学生必须通过视觉和听觉对不同音乐类型进行辨别，认识不同的音乐类型，并且可以表达自己对不同音乐形式的感受。这一课的难点有一个：

如何让学生开口用他们学到的知识来谈论音乐以及相关的知识这是对学生语言表达能力的一种检测。而我们现在的高中学生平时缺少的就是这种口头的语言操练。因此在这一堂课的教学过程教师利用学生感兴趣的热门话题激发学生表达的欲望，将有利于更进一步地提高课堂教学的有效性，符合了教学要以学生发展为中心的理念，同时这也是德育教育的渗透。

四、说教法和学法

为更好地发挥教师的主导作用和学生的主体地位，突出重点，突破难点，我主要采用以下教学方法：任务教学法，合作式教学法，师生互动教学

根据高一学生好奇心强，求知欲旺盛的心理特征和思维特点，主要的学法指导是：小组合作法，课堂讨论法，归纳法

授之以鱼不如授之以渔，让学生掌握获取新知识的过程和方法尤为重要。

五、说教学程序

本节课共45分钟，教学设计的总体思路是话题导入à视听说结合à新词学习和课堂讨论à小组游戏à作业布置。具体教学步骤如下：

第一步：话题导入（5分钟）在这个环节，首先我采用头脑风暴法，学生熟悉的话题“What kinds of music do you know?”，要求学生尽可能多地说出自己所知道的音乐形式，活跃课堂气氛。

第二步：视听说结合法。（15分钟）使学生从视觉听觉上认识和了解不同种类的音乐形式，加强对音乐的理解。

首先，在黑板上贴上几种音乐类型的图片，让学生猜出那种音乐符合那张图片，正确的做出判断。并且认识各种音乐的演奏乐器好演奏形式。使学生从视觉上认识各种音乐类型。接着，借助多媒体播放不同形式的音乐，要求学生听音配图猜出不同的音乐形式（Listen to the different kinds of music on the tape.Guess which music matches which picture.）。使学生从听觉上感受音乐的美妙。引导学生了解和熟悉各种音乐形式，激发学生兴趣。

第三步：新词学习和课堂讨论（17分钟）从学生口语表达角度出发，锻炼学生的口语水平。主要以小组活动的形式来处理这一环节，既可以扩展学生思维，更能调动学生的积极性，活跃课堂气氛。

首先，学习一些与课文有关的单词和短语，特别是一些表达喜好和感受的词汇。比如：prefer enjoy appreciate及他们相关的句式。

其次，进行课堂讨论。

让学生以四个人为一个小组，给出两个问题： 1.what kind of music do you like best ? 2.what kind of effect does the music have on you ? 老师将有用的词汇和句式制作在一张比较大的纸上，贴在黑板的中央，让学生运用这些词汇进行讨论，此环节的设置紧扣上面，帮助学生进行表达，加强对词汇和句式的运用。然后，让一些同学阐述自己对音乐的看发，表达自己对某种音乐的感受。最后，老师对讨论进行小结，点评一下学生的表述，并且表述自己对音乐的看法

第三步：小组游戏（8分钟）此环节的设置紧扣上两个环节，学生已经有了一些预备词汇，便不会不知从何说起。同时以小组竞赛的形式开展，能最大程度调动学生的积极性。指导学生开展合作性学习，培养他们的合作精神。

首先，让8个学生两两组合，分成四组，老师发给一组中一张图片，学生的图片不能互相看，然后由拿图片的学生运用已有的知识对自己的图片进行描述，而这一组中的另一个学生猜测是那一种音乐。老师在一旁对各组进行时间计算。

然后，老师做裁判，看那一组猜的时间最少，那一组就是优胜组。老师就将图片奖励给那一组。

第四步：课后活动和作业（1分钟）

课后活动：同学之间谈论一下各自喜欢的音乐，可以各自为对方展示一段音乐。

课后作业：写一篇小作文。内容是关于你喜欢的一个音乐人。可以从喜欢他或她的原因，小故事，或者经历写起。写完后，同学之间互相修改，互相提高。

四、说板书设

黑板分为左中右三块，左边写上：课程导入，视听结合法，音乐类型和相应的图片

中间贴上：重要的词汇和句式右边作为副板，随写随擦。

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