牛津译林版（2020）选择性必修第一册 Unit 2 The universal Language Welcome to the unit -Reading I 教案

《英语》（选择性必修·第一册）
Unit
2
The
universal
language
Welcome
to
the
unit
&
Reading
(I)
I.
Learning
objectives
By
the
end
of
the
lesson,
students
will
be
able
to:
1.
find
out
the
key
information
from
the
two
posters;
2.
give
a
brief
introduction
to
Butterfly
lovers
and
country
music;
3.
appreciate
the
universality
of
music;
4.
recommend
a
piece
of
Chinese
music
to
foreign
friends.
II.
Key
competence
focus
1.
Find
out
the
key
information
from
the
two
posters.
2.
Understand
the
relationship
between
music
and
culture.
III.
Predicted
area
of
difficulty
Recommend
a
piece
of
Chinese
music
to
foreign
friends.
IV.
Teaching
procedures
Step
1
Appreciation
and
comparison
1.
T
leads
Ss
to
appreciate
the
quote
from
Xian
Xinghai
and
asks
them
to
translate
it
into
Chinese.
2.
T
encourages
Ss
to
express
their
understanding
of
“universal”
from
the
quote.
3.
T
asks
Ss
to
read
the
two
posters
on
page
15
and
fill
in
the
table.
4.
T
asks
Ss
to
list
the
emotions
evoked
by
two
different
kinds
of
instrument—Erhu
and
piano.
5.
T
asks
Ss
to
find
out
what
the
universal
language
convey.
【设计意图：引导学生通过翻译、理解、对比等活动来欣赏名人名言,
理解中外乐器、音乐的异同，体会不同的乐器和不同的音乐达到的共同目的——传递文化，从而引出阅读的话题，同时也培养了学生良好的鉴赏能力以及比较文化异同的能力。】
Step
2
Reading
for
main
idea
T
leads
Ss
to
focus
on
the
title,
the
subjects
and
the
first
paragraphs
of
the
two
emails
and
fill
in
the
blanks:
Email
1:
Understand
________
culture
through
_____________
Email
2:
Understand
________
culture
through
_____________
【设计意图：指导学生关注题目和第一段内容，从而让学生了解电子邮件的特点，快速获取邮件的主要内容和写作目的等。这种创造性阅读的方式有助提升学生的推断力。】
Step
3
Reading
for
organization
T
asks
Ss
to
read
the
following
paragraphs
and
complete
the
outline
of
the
article
in
A1
on
page
18.
【设计意图：宏观理解语篇。学生通过寻找每段的主题句，分析段与段的意义联系，把握语篇脉络和逻辑关系，形成结构化知识。】
Step
4
Detailed
reading
T
asks
Ss
to
focus
on
paragraph
2
of
the
first
email.
?
T
asks
Ss
to
find
out
the
plot
of
the
story
Butterfly
Lovers.
?
T
asks
Ss
to
find
out
the
music
features
in
correspondence
with
the
story
line.
?
T
asks
Ss
to
find
out
the
atmosphere
created
by
the
music
in
correspondence
with
the
story
line.
?
T
asks
Ss
to
retell
the
story
and
find
out
the
relationship
between
the
story
and
music.
(The
music
is
used
to
convey
the
story
or
culture.)
【设计意图：这部分内容比较重要也比较复杂，用梳理故事线，和每个故事节点上音乐特征和情感的方式能很好地帮助学生理解音乐与文化之间的关系。】
T
asks
Ss
to
focus
on
paragraph
2&3
of
the
second
email
and
fill
in
the
blanks
about
the
country
music
from
the
following
aspects:
?
History
?
The
typical
instrument(s)
?
Examples
?
Characteristics
T
asks
Ss
to
focus
on
the
example
here
to
find
out
the
relationship
between
music
and
culture.
【设计意图：这部分内容较为复杂，主要通过梳理、分析、提炼总结等高阶思维活动，提升学生思维品质。从内容上让学生更好地了解乡村音乐的相关的信息并理解音乐与文化的关系。】
Step
5
Critical
reading
1.
T
asks
Ss
to
compare
two
pieces
of
music,
Butterfly
Lovers
and
“Take
Me
Home,
Country
Roads”
from
the
following
aspects:
?
Music
type
?
Instruments
?
Theme
2.
T
asks
Ss
to
find
out
how
the
language—music
prove
universal
in
the
two
emails.
【设计意图：让学生比较两个音乐作品，从而更深刻地理解本单元的主题——音乐是一种无国界的语言，是传播文化的载体。】
3.
T
asks
Ss
to
compare
two
emails
to
find
out
their
similarities
in
function.
?
focus
on
the
beginning
and
ending
of
the
first
email
?
focus
on
the
ending
of
the
second
email
?
reach
the
conclusion—letters
of
recommendation
【设计意图：这个部分聚焦两封邮件的交际目的——推荐各自遇到的新的音乐形式，为读后任务及作业埋下伏笔。】
Step
6
Post
reading
1.
T
asks
Ss
to
listen
to
the
whole
piece
of
Butterfly
Lovers
and
choose
a
section
that
impresses
them
most.
2.
T
asks
Ss
to
discuss
with
partners
about
the
reasons.
3.
T
asks
Ss
to
present
their
detailed
description
of
the
reasons.
4.
T
gives
Ss
one
example
for
them
to
follow.
【设计意图：让学生欣赏整部音乐作品并选择印象最深的一部分进行讨论，是将本节课所学的内容：音乐、文化联系到一起并进行输出的过程，是有一定难度的，需要小组合作完成。】
V.
Homework
Write
a
letter
to
recommend
a
piece
of
traditional
Chinese
music
to
your
foreign
friends.