人教版必修第二册Unit 5 Music the virtual choir教学设计
文档属性
| 名称 | 人教版必修第二册Unit 5 Music the virtual choir教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 16.6KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-08-07 16:41:49 | ||
图片预览
文档简介
The Virtual Choir教学设计
主题：音乐。
文本分析：
本文对一种新的音乐形式——虚拟合唱团及其创始人埃里克· 惠塔克（Eric Whitacre）进行了介绍，本文以说明为主，以叙事为辅，共分四段。第一段引出文章的焦点，即与互联网结合的音乐形式“虚拟合唱团”。此段介绍了组成虚拟合唱团的关键要素，即who、where、what、how和why。此段第一句“Imagine having the opportunity to …”，邀请读者去设想、去体会，这种表达手法是作者吸引读者的有效手段。第二、三段按时间顺序介绍了虚拟合唱团的创始人——作曲家兼指挥家Eric Whitacre的故事，内容包含出生年月、出生地点、求学经历、初始阶段取得的成就，以及后来创立虚拟合唱团的情况等。第四段用一句话总结了虚拟合唱团的作用和意义
本文中有的段落有明显的过渡句，如第二段的首句和尾句，都起到了承上启下的过渡作用。有的段落由一个或多个比较关键的句子串联而成。学生阅读时需要关注过渡句和关键句，了解段落内部各句之间的关系，也要知道各个段落如何组成一篇文章，从而才能在写作中加以运用。
学情分析：
本堂课授课对象为音乐班高一学生，文本来源于必修二第五单元，因此他们在能力上尚未达到熟练处理文本的水平。虚拟合唱团的话题对他们而言不能算陌生，但相关文本阅读起来还是有一定困难。因此在设计时，考虑到学生的可接受程度，将部分环节（如分析文章的写作顺序、判断作者观点态度等）的难度做了降低处理。由于学生对自主阅读还不是特别适应，教师的引导相对而言要更细致一些。
核心素养：
语言能力：阅读介绍虚拟合唱团及其创始人的说明性文本，理解其文体特征和语言特点，关注人物经历叙述过程中的时间线索及其在文中的作用。仿写关于人物或事物的介绍。
学习能力：能够运用寻读技巧，快速捕捉日期、数字、人名、地名等重要信息。
文化意识：了解随着互联网等新技术的发展，音乐所呈现出的发展趋势。
思维品质：了解在互联网等新技术发展的影响和推动下，音乐在表现形式、发展趋势等方面所呈现出的新特点，理解和体会音乐在日常生活和社会发展过程中的积极作用，培养深层理解和创新思维的能力。
教学重难点：
帮助学生理解虚拟合唱团是怎么组织的，它的本质是什么；引导学生分析并理解文章的篇章结构，正确运用寻读策略，帮助学生在语境中学习和掌握新的词汇和表达法。
设计思路：
活动1从音乐班学生最熟悉的音乐视频入手，热身的同时引入课堂主题，活跃课堂气氛。活动2通过对文章主题提出问题的方式来解读第一段，为接下来学生自主阅读做好铺垫。活动3训练本单元的阅读策略——寻读。策略训练与文章内容和特点相关，会包含一些关键细节信息。同时引导学生了解过渡句的重要性，明白文章的逻辑关系体现在何处。通过梳理文章的关键句，引导学生理解信息如何取舍、如何联系、如何展开，为输出环节做准备。活动4通过进一步思考，理解虚拟合唱团恰好体现了“音乐是没有国界的”这一单元主题。通过对批判性问题的小组讨论，培养学生批判性思维的能力。
教学活动：
1. Lead-in
Show students the video of the virtual choir in our school.
2. Scanning
Raise questions according to paragraph 1.
Read the first paragraph very quickly and find out the answers.
3. Careful reading
(1) How can we introduce the virtual choir in our school What kind of information do we need
Students raise questions and the teacher write it down on bb.
Possible questions:
Who are they Students in our school
When did they make it In 2020 when they must stay at home because of the covid-19. They were freshmen at that time.
Where are they now They are preparing for their college entrance exam.
Why did they do that To encourage the students facing college entrance exam.
How did they make it We need to interview our music teachers.
(2) Read the passage carefully. Find out if the writer wrote about these questions and how to put them together.
Who
When
How
Why
Where are they
Why did the writer choose these years to write
(Because these years are important for him.)
1970 is the year he was born.
1988 is the year he entered the university.
1997 is when he received his master’s degree.
These years marked the milestones of his life.
(3) What’s the relationship between these events and the virtual choir
(All these events led to the creation of virtual choir)
That’s the last sentence of para 2. What’s the function of this sentence
(It is a transitional sentence. It can lead us to the next paragraph.)
When we are writing, we need to choose the important time, or we can say, milestones, instead of writing everything you know. More importantly, these events must be related with the topic. Transitional sentences can also be used if needed.
(4) How was the virtual choir formed Work in pairs and draw a mind map about it.
Thus we can see how the writer put the information together: time order.
(5)Why did they do this
Everyone loves the same song so they sang together. They can share their share their same interest in music by join a virtual choir.
The story of the virtual choir is supporting evidence to the first paragraph.
(6) What is the writer’s attitude towards the virtual choir How do you know
A positive attitude. As paragraph 4 said, the virtual choir is a wonderful way for people around the world to sing with one voice and thus make the world a better place.
That is also the meaning of the virtual choir.
4: Group work
What do you think of a virtual choir Does it really bring people together Why or why not
Homework:
Interview your music teachers and write an introduction for the virtual choir in our school.
Blackboard:
(
The Virtual Choir
M
ilestones
who are they
S
tudents in our school
O
rdinary
when did they do this
W
hen they are in their first year, 2020.
E
nable
how did they make it
An interview needed
S
tudio
why did they do this
E
ncourage the students of grade 3 in our school
A
ward
where are they now
in different places
P
erformance
to prepare for their college entrance exam
thus
)
主题：音乐。
文本分析：
本文对一种新的音乐形式——虚拟合唱团及其创始人埃里克· 惠塔克（Eric Whitacre）进行了介绍，本文以说明为主，以叙事为辅，共分四段。第一段引出文章的焦点，即与互联网结合的音乐形式“虚拟合唱团”。此段介绍了组成虚拟合唱团的关键要素，即who、where、what、how和why。此段第一句“Imagine having the opportunity to …”，邀请读者去设想、去体会，这种表达手法是作者吸引读者的有效手段。第二、三段按时间顺序介绍了虚拟合唱团的创始人——作曲家兼指挥家Eric Whitacre的故事，内容包含出生年月、出生地点、求学经历、初始阶段取得的成就，以及后来创立虚拟合唱团的情况等。第四段用一句话总结了虚拟合唱团的作用和意义
本文中有的段落有明显的过渡句，如第二段的首句和尾句，都起到了承上启下的过渡作用。有的段落由一个或多个比较关键的句子串联而成。学生阅读时需要关注过渡句和关键句，了解段落内部各句之间的关系，也要知道各个段落如何组成一篇文章，从而才能在写作中加以运用。
学情分析：
本堂课授课对象为音乐班高一学生，文本来源于必修二第五单元，因此他们在能力上尚未达到熟练处理文本的水平。虚拟合唱团的话题对他们而言不能算陌生，但相关文本阅读起来还是有一定困难。因此在设计时，考虑到学生的可接受程度，将部分环节（如分析文章的写作顺序、判断作者观点态度等）的难度做了降低处理。由于学生对自主阅读还不是特别适应，教师的引导相对而言要更细致一些。
核心素养：
语言能力：阅读介绍虚拟合唱团及其创始人的说明性文本，理解其文体特征和语言特点，关注人物经历叙述过程中的时间线索及其在文中的作用。仿写关于人物或事物的介绍。
学习能力：能够运用寻读技巧，快速捕捉日期、数字、人名、地名等重要信息。
文化意识：了解随着互联网等新技术的发展，音乐所呈现出的发展趋势。
思维品质：了解在互联网等新技术发展的影响和推动下，音乐在表现形式、发展趋势等方面所呈现出的新特点，理解和体会音乐在日常生活和社会发展过程中的积极作用，培养深层理解和创新思维的能力。
教学重难点：
帮助学生理解虚拟合唱团是怎么组织的，它的本质是什么；引导学生分析并理解文章的篇章结构，正确运用寻读策略，帮助学生在语境中学习和掌握新的词汇和表达法。
设计思路：
活动1从音乐班学生最熟悉的音乐视频入手，热身的同时引入课堂主题，活跃课堂气氛。活动2通过对文章主题提出问题的方式来解读第一段，为接下来学生自主阅读做好铺垫。活动3训练本单元的阅读策略——寻读。策略训练与文章内容和特点相关，会包含一些关键细节信息。同时引导学生了解过渡句的重要性，明白文章的逻辑关系体现在何处。通过梳理文章的关键句，引导学生理解信息如何取舍、如何联系、如何展开，为输出环节做准备。活动4通过进一步思考，理解虚拟合唱团恰好体现了“音乐是没有国界的”这一单元主题。通过对批判性问题的小组讨论，培养学生批判性思维的能力。
教学活动：
1. Lead-in
Show students the video of the virtual choir in our school.
2. Scanning
Raise questions according to paragraph 1.
Read the first paragraph very quickly and find out the answers.
3. Careful reading
(1) How can we introduce the virtual choir in our school What kind of information do we need
Students raise questions and the teacher write it down on bb.
Possible questions:
Who are they Students in our school
When did they make it In 2020 when they must stay at home because of the covid-19. They were freshmen at that time.
Where are they now They are preparing for their college entrance exam.
Why did they do that To encourage the students facing college entrance exam.
How did they make it We need to interview our music teachers.
(2) Read the passage carefully. Find out if the writer wrote about these questions and how to put them together.
Who
When
How
Why
Where are they
Why did the writer choose these years to write
(Because these years are important for him.)
1970 is the year he was born.
1988 is the year he entered the university.
1997 is when he received his master’s degree.
These years marked the milestones of his life.
(3) What’s the relationship between these events and the virtual choir
(All these events led to the creation of virtual choir)
That’s the last sentence of para 2. What’s the function of this sentence
(It is a transitional sentence. It can lead us to the next paragraph.)
When we are writing, we need to choose the important time, or we can say, milestones, instead of writing everything you know. More importantly, these events must be related with the topic. Transitional sentences can also be used if needed.
(4) How was the virtual choir formed Work in pairs and draw a mind map about it.
Thus we can see how the writer put the information together: time order.
(5)Why did they do this
Everyone loves the same song so they sang together. They can share their share their same interest in music by join a virtual choir.
The story of the virtual choir is supporting evidence to the first paragraph.
(6) What is the writer’s attitude towards the virtual choir How do you know
A positive attitude. As paragraph 4 said, the virtual choir is a wonderful way for people around the world to sing with one voice and thus make the world a better place.
That is also the meaning of the virtual choir.
4: Group work
What do you think of a virtual choir Does it really bring people together Why or why not
Homework:
Interview your music teachers and write an introduction for the virtual choir in our school.
Blackboard:
(
The Virtual Choir
M
ilestones
who are they
S
tudents in our school
O
rdinary
when did they do this
W
hen they are in their first year, 2020.
E
nable
how did they make it
An interview needed
S
tudio
why did they do this
E
ncourage the students of grade 3 in our school
A
ward
where are they now
in different places
P
erformance
to prepare for their college entrance exam
thus
)