1、unit 5 musicpart one: teaching design (第一部分：教學(xué)設(shè)計(jì))period 1: a sample lesson plan for reading(the band that wasn t)aims to learn to talk about kinds of music to learn to read about bandsto study the attributive clause (in/ for/ with/ by which/ whom) to learn to write an e -mailproceduresi. warming upw

2、arming up by describinggood 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 andcounterpoint. music can produce a lively and happy atmosphere and bring people relaxation afte

3、r hard work, which can reduce the tiredness. listening to music also makes people feel happy andnice. 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

4、 guess which music matches with which picture.warming up by discussinghi, everyone. do you like music? how much do you know about music? can you tell about thedifferent kinds of music? please turn to page 33. look at the pictures. let s listen to somelet s see if you can guess which music matches wi

5、th which picture.classical musiccountry musicrock n roll第1頁(yè)共20頁(yè)raporchestrafolk musicyes, you are right. i m sure you will really enjoy yourselves after listening to all these beautifulmusic. whatkind of music do you like better, chinese or western, classical or modern? why?how does music make you f

6、eel? why do you like to listen to music? let s discuss these questionin small groups. try to share your opinions with one another.ii. pre -reading1.thinking and sayinghave you heard about any of the famous bands in the world? list some if you can.for reference: i veheard about “ thebeatles”“,back st

7、reetboys ”“, theeagles ”“, westlife”and “ pink floyd”.2.listening, talking and sharinglet 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.f

8、or reference:i am from group 1. our group likes “ thebeatles”best. we like their style ofperformances.listeningtotheirperformances,wewillfeelrelaxed,amused,andtheirperformances make us think a lot about life.do you know anything about“ the monkees ”?for reference: “ the monkees ” is a band that was

9、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 ha

10、d some musicalexperience. let s come to the reading-the band that wasnandtfind more about them.iii. reading1.reading aloud to the recordingnow please listen and read aloud to the recording of the text the band that wasn t. pay第2頁(yè)共20頁(yè)attention to the pronunciation of each word and the pauses within e

11、ach sentence. i will play thetape twice and you shall read aloud twice, too.2.reading and underliningnext 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 wasntdream of doing ,

12、at a concert , with sb. clapping and enjoying , sing karaoke , be honest withoneself, get to form a band, high school students, practice one s- by,music,intheplay to passerssubway, earn some extra money, begin as a tv show, play jokes on , be based loosely ontv organizers, make good music, put an ad

13、vertisement in a newspaper, look for rock musicians,pretend to do sth., the attractive performances, be copied by , support them fiercely, becomemore serious about , play their own instruments, produce one s own records, start touring, breakup, in the mid -1980s, a celebration of one s time as a rea

14、l band3.reading to identify the topic sentence of each paragraphskim the text and identify thetopic sentence of each paragraph. you may find it either at thebeginning, the middle or the end of the paragraph.1st paragraph: how do people get to form a band?2nd paragraph: most musicians meet and form a

15、 band.3rd paragraph: one band started as a tv show.4th paragraph:“ the monkees ” became even more popular than“ the beatles”.3.reading and transferring informationread the text again to complete the tables, which list howpeople formed a band and how themonkees was formed by the tv organizers and bec

16、ame a real band.how do people get to form a band?membershigh school studentsreasonsthey like to write and play music.placesthey practice their music in someone s home.formsthey may play to passers-by in the street or subway.resultsthey can earn some extra money. they may also have a chance to dream

17、of第3頁(yè)共20頁(yè)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 jonesbeginningoftheit began as a tv show.bandstyleofthethey played jokes on each other asperformancewell as played music.firstmusicandmost of t

18、hem were based looselyonjokesthe band called“ the beatles”.development of thethey became more serious about theirbandwork and started toplay their owninstruments and write their own songslike a real band. they produced theirown records and started touring andplaying their own music.changesofthethe b

19、and broke up in about 1970, butbandreunited in the mid -1980s. theyproduced a new record in 1996, whichwas a celebration of their time as areal band.4. reading and understanding difficult sentencesas you have read the text times, you can surely tell which sentences are difficult to understand.now pu

20、t your questions concerning the difficult points to me.第4頁(yè)共20頁(yè)iv . closing downclosing down by doing exercisesto end the lesson you are to do the comprehending exercises no. 1, 2, 3 and 4.closing down by having a discussiondo you think the tv organizers were right to call“ the monkees ” a band when

21、they did not singor write their own songs? why?for reference:i don t think the tv organizers were right to call“ the monkees ” a band whenthey 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

22、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. itimportant than playing jokes just to make people laugh.closing down by retelling the form of the

23、 band the monkees.i shall write some key words and expressions on the board. you are to retell the form of the bandaccording to these words.forreference:begin as a tvshow, the tv organizers, lookfor, put an advertisement in anewspaper, use actors for the other members of the band, pretend to singper

24、iod 2: a sample lesson plan for learning about language(the attributive clause (in/ for/ with/ bywhich/ whom).aimsto help students learn about the attributive clause with a preposition in front.to help students discover and learn to use some useful words and expressions.to help students discover and

25、 learn to use some useful structures.proceduresi. warming upwarming up by discovering useful words and expressionsturn to page 35 and do exercises no. 1, 2 and 3 first.check your answers against yourclassmates .第5頁(yè)共20頁(yè)ii. learning about grammar1.reading and thinkingturn to page 34 and read with me t

26、he text of the band that wasn t. as you read on, payattention to the attributiveclause (in/ for/ with/ by which/whom), that is, the attributiveclauses with a preposition ahead of the relative pronoun shown in the sentences.for reference : the musicians of whom the band was formed played jokes on eac

27、h other as well as played music. however, after a year or so in which they became more serious about their work,“ the monkees ” started to play their own instruments and write their own songs like a real band.2.doing exercises no. 1 and 2 on page 35turn to page 34. look at the two sentences:the musi

28、cians of whom the band was formed played jokes on each other as well as played music.however, after a year or so in which they became more serious about their work,“ the monkstarted to play their own instruments and write their own songs like a real band.pay attention to the structure: preposition +

29、 relative pronoun. usually only two relative pronouns- which and whom - can be used in the attributive clause, with a preposition put before the clause. that can t be used. look at the screen. here are more examples on this kind of structure. 1.this is the reason for which he left his hometown. (=wh

30、y)2.i ll never forget the day on which we stayed together. (=when)3.this is the girl from whom i learned the news.4.the person to whom i spoke just now is the manager that i told you about.5.i ll show you a store in which you may buy all that you need.(=where)6.i don t like the way in which you laug

31、hed at her.(=that)now go on to do exercise no. 2 on page 36, that is, to sort out the sentences.iii. ready used materials for the attributive clause (in/ for/ with/ by which/ whom)in formal styles we often put a preposition before the relative pronouns which and whom:?the rate at which a material he

32、ats up depends on its chemical composition.?in the novel by peters, on which the film is based, the main character is a teenager.?an actor with whom gelson had previously worked contacted him about the role.?her many friends, among whom i like to be considered, gave her encouragement.第6頁(yè)共20頁(yè)notice t

33、hat after a preposition you canwho in placetuseof whom , and you canthatuseor zerorelative pronoun either:?is it right that politicians should make important decisions without consulting the public to whom they are accountable? (not - the public to who they are accountable.)?the valley in which the

34、town lies is heavily polluted. (not - the valley in that the town.)?arnold tried to gauge the speed at which they were traveling. (not - the speed at they were traveling.)in informal english we usually put the preposition at the end in attributive clauses rather than at the beginning:?the office whi

35、ch graham led the way to was filled with books.?jim s footballing ability,which he was noted for, had been encouraged by his parents.?the playground wasn t used by those childrenwhoit was built for.in this case we prefer who rather than whom (although whom is used in formal contexts). inrestrictive

36、attributive clauses we can also usethat or zero relative pronouninstead of who orwhich (e.g. .the children ( that ) it was built for).if the verb in attributive clauses is a two-or-three-word verb (e.g. come across, fill in, go through,look after, look up to, put up with, take on)we don t usually pu

37、t the preposition at the beginning:? your essay is one of those (which/that) i ll throughgo tomorrow. (rather than.through whichi ll go tomorrow.)? she is one of the few people (who/that) i look up to. (not . to whom i look up.)in formal written english, we often prefer to use of whichrather than wh

38、ose to talk about things:?a huge amount of oil was spilled, the effectsof whichare still being felt. (or.whose effects arestill being felt.)?the end of the war, the anniversary of whichis on the 16th of november, will be commemoratedin cities throughout the country. (or. whose anniversary is on.)not

39、e that we canoft usewhich in place of whose in the patterns described in unit 71b:?dorothy was able to switch between german, polish and russian, all of whichshe spoke fluently.(not.,all whose she spoke.)we can sometimes use that.of in place of of which . this is less formal than of which and whose,

40、 and is mainly used in spoken english:第7頁(yè)共20頁(yè)?the school that she is head of is closing down. (or the school of which she is head.)whose can come after a preposition in attributive clauses. however, it is more natural to put the preposition at the end in less formal contexts and in spoken english:?w

41、e were grateful to mr. marks, in whose car we had traveled home. (or. whose car we hadtraveled home in.)?i now turn tofreud, from whosework the following quotation is taken. (or.whose work thefollowing quotation is takenfrom. )iv. closing down by doing exercises:join the sentence halves using which

42、or whomafter an appropriate preposition. (a)a. i would never have finished the work.b. it was primarily written.c. we know nothing.d. they got a good view.e. he learned how to play chess.f. dennis scored three goals in the final.g. she was born.h. it was discovered.1.they climbed up to the top of a

43、large rock.2. i would like to thank my tutor.3. she has now moved back to the house on long island.4. the star is to be named after patrick jenks.s. this is the ball.6. he is now able to beat his father.7. the book is enjoyed by adults as well as children.8. there are still many things in our solar

44、system.第8頁(yè)共20頁(yè)key for reference:1.they climbed up to the top of a large rock,from whichthey got a good view .2. i would like to thank my tutor,without whomi would never have finished the work.3. she has now moved back to the house on long island, in which she was born.4. the star is to be named afte

45、r patrick jenks, by whom it was discovered.s. this is the ball. dennis scored three goals in the final.6.he is now able to beat his father, from whomhe learned how to play chess.7.the book is enjoyed by adults as well as children, about whom it was primarily written.8.there are still many things in

46、our solar system,about which we know nothing.are these correct or appropriate? if they are, put a . if they are not, give a reason, correct themand give alternatives if you can. (a)i.its a piece of jewelry across which i camein an antique shop. - which i came across inan antique shop. ( came across

47、is a two-word verb.)2. the extra work which she took on was starting to affect her health.3. my mother, after whom i looked for over 20 years, died last year.4. the people whom i work with are all very friendly.5. some of the criticisms with which they had to put up were very unfair.6. he had many f

48、riends with whom he had a regular correspondence.7. the woman to who he is engaged comes from poland.8. the forms which i had to fill in were very complicated.rewritethese sentences so that they are more appropriate forformalwrittenenglish.usepreposition + which or preposition + whose,as appropriate

49、. (b)i. tom sims, whose car the weapons were found in, has been arrested. torn sims, in whose car the weapons were found, has been arrested.2. tom ham, whose novel the tv series is based on, will appear in the first episode.3. dr jackson owns the castle whose grounds the main road passes through.4.

50、tessa parsons is now managing director of simons, the company that she was once a secretary in.5. allowing the weapons to be sold is an action that the government should be ashamed of.6. the dragonfly is an insect that we know very little of.第9頁(yè)共20頁(yè)period 3: a sample lesson plan for using languageai

51、msto read the story about freddy and then enjoy and understand beatles songs.to use the language by reading, listening, speaking and writing.proceduresi. warming up by listening and writingturn to page 37 and read these sentences before listening to the tape. then listen to the tape anddecide true o

52、r false.ii. guided reading1. reading and translatingread more about freddy s life and translate it into chinese paragraph by paragraph.2. reading and underliningnext you are to read and underline all the useful expressions or collocations in the passage. copy them to your notebook after class as hom

53、ework.collocations from freddy s lifebecome famous, visit britain on a tour, wait for hours to get tickets for the concerts, be confident,enjoy singing and all the congratulations, the most exciting experience, sing in a tv programcalled“ top of the pops, wear an expensive suit, give a performance to a tv camera, go wrong,not go out without being followed everywhere, wear sunglasses, hide in railway stations, one spersonal life, become too painful for sb., pack one s bags3. do