Unit 5 Music Reading and Thinking the Virtual Choir 教学设计-2024-2025学年高中英语人教版（2019）必修第二册

The Virtual Choir 教学设计 Ⅰ. Analysis of Teaching material The theme of this unit is Music, while the theme of the reading text is Learn about experiencing music online. The text introduces a new music style----virtual choir. It mainly talks about the four factors of virtual choir and the story of Eric Whitacre, who started the virtual choir and the meaning and function of the virtual choir. Ⅱ. Analysis of Students Students are able to listen and understand daily classroom instructions according to which they can take actions, convey information and express opinions about familiar topics, acquire primary information from general printed material and guess meanings of new words through context and sentence structures, and also use different reading strategies for different reading purposes. However, they are lack of vocabulary. They don't often use English to express themselves and communicate with others. Some Ss are not active in the class because they are afraid of making mistakes. So I should give them opportunity as possible as I can to practice. Ⅲ. Teaching Objectives By the end of the class, students will be able to: 1) (learning ability） identify the key elements and the significance of the virtual choir; 2) (language competence) learn how to scan for specific information by making a resume for Eric Whitacre and use the first person to introduce Eric Whitacre; 3) (thinking quality) compare the virtual choir and reality choir and think about which one is better; 4) (culture awareness) realize music is the universal language of mankind and it can bring people together. Ⅳ. Focal and Difficult Points Students try to learn how to scan for specific information by making a resume for Eric Whitacre and use the first person to introduce Eric Whitacre. Ⅴ. Teaching methods: 1. Task-based language teaching (TBLT) This class is arranged in the basic steps of TBLT: stage 1 is leading in the topic; stage 2 (pre-task) is getting more familiar with the topic and predicting; stage 3 (task cycle) is fast reading tasks and careful reading tasks; stage 4 (post-task) is group discussion; stage 5 is assigning homework. 2. Communicative language teaching (CLT) 3. Make the Ss the real masters in class while the teacher himself acts as director 4. Free discussion method 5. Pair work or individual work method Ⅵ. Teaching Procedures and Time Allotment Stage 1 Warming-up: Getting students ready for learning (1 mins) The teacher will greet students in a warm and joyful way, lead in the topic of this unit by asking some questions about music. The activity aims to warm the atmosphere and introduce the topic of this unit in a natural way. T: Good morning, boys and girls. How are you guys today? S: .... T: I felt great today because I’ve listened to a wonderful song this morning, do you like listening to music? How do you usually experience? Have you ever thought about what can music bring for us? Stage 2 Pre-reading: Getting more familiar with the topic (4 mins) The teacher will guide students to define the word “choir” by playing a video which introduce the some general information about Canada. For example, its location, capital, languages, great lakes and natural resources. Meanwhile, the teacher will ask students to test their knowledge of Canada and arouse their interest in the country. After learning, the teacher will lead in the topic of traveling to Canada. The activity aims to provide students with basic knowledge of Canada and give them a certain understanding of Canada for preparing thematically of this unit. Stage 3 While-reading (24 mins) Step1. Fast reading (2 minutes) Firstly, the teacher will tell students that today’s passage is a travel journal. Then, students will skim the first paragraph to find the elements of trip plan. T: When we start to travel, the first step should be make a trip plan. So, class, now I’d like you to reading paragraph1 quickly and figure out the elements of this trip plan. Step2. Scanning In this step, students should scan the passage and answer three questions. It involves how many parts are there in the passage and which four cities will they visit. After scanning, they will figure out the structure the text and have a clear understanding of their roadmap. And at last, the teacher will introduce the careful reading part through setting up questions: What will they see there? Step3. Careful reading (19 minutes) Students will read the passage carefully in parts and complete the tasks after reading each  part. These two parts are divided according to the structure of the article. Here are 2 tasks altogether. Part1: paragraph 2-3 Task1: Students will read paragraph2 & 3 to find out what will the characters see at the first two stops: Vancouver and Calgary. At the same time, they need to find sentences in the passage that can be used to describe four pictures which is showed by teacher. Meanwhile, the teacher will provide proper assistance and guidance for students, such as the language assistance which helps students to know the order in which the story takes place. The task aims to develop students’ reading skills of getting a better understanding of the text and making clear the development of the text, analyzing and generalizing information. Part2: paragraph4-5 Task2: Students will read paragraph4-5 to have a general understanging of the next two cities: Thunder Bay and Toronto, after reading, they need to finish a task to check if they are reading effectively. The task is filling blanks, it involves some knowledge in and out of class. The teacher will provide proper assistance and guidance for students, such as the language assistance which helps students to know the order in which the story takes place. The task aims to develop students’ reading skills of getting a better understanding of the text, making clear the development of the text, analyzing and generalizing information. Stage 4 Summary (6 mins) The teacher will end the passage with summarizing the three characters of Canada. T: Guys, we have finished the reading parts for today. So, if we summarize this travel journal by Canada’s characters, there should have three… Firstly.…. Stage 5 Post-reading (7 mins) Here an activity in this stage. Activity: Discussion: Students try to discuss which part of the passage interests them most with classmates? If someday they go Canada, where will they go? Why? Stage 6 Assigning homework (1 mins) The homework aims to help them review the text after class. T: Anyway, we should not talk too much but do little. So here comes your homework. VII. Teaching Assessment 课堂观察记录表 学生表现 评分 说明 1.学生课前是否有准备，准备得怎么样？ 2.学习兴趣是否浓厚，情绪是否高昂？主要表现。 3.是否认真倾听老师的讲课，并有辅助行为（记笔记/查阅/回应）吗？ 4.是否倾听同学的发言，并有辅助行为（记笔记/查阅/回应）吗？ 5.提出问题，回答问题的人数，质量如何？ 6.参与小组讨论的人数，形式，过程，质量如何？ 7.学生自主学习的质量如何，自主学习形式（探究/记笔记/阅读/思考）有哪些？ 8.学习中，能否对师生提出的观点大胆质疑，提出不同的意见？ VIII. Teaching Reflection 1. Strong points of the lesson The whole class is relatively complete. I have completed the whole class without any interruption or delay. There are clear steps and corresponding tasks. In the first place, students have finished their reading task orderly and effectively. Based on TBLT and CLT, predicting before reading has prepared them well for reading, skimming for text structure and reading carefully for specific information and deeper understanding has practiced and promoted their reading skills and competence largely, and speaking has provided adequate time and chance for expressing personal opinions and language output. In terms of processing information, the sequence of each step is organized to help students make good preparation for reading, carry out reading and discuss on text step by step. The reading tasks are also arranged in the order of low-level tasks (Fast reading tasks: searching information) to high-level ones (Careful reading tasks: searching and processing information). In careful reading, students will be given enough time to get and process information. The natural transitions between each stage help students complete the tasks without jumping from one to another. 2. Weak points of the lesson The most conspicuous weak point of the lesson is the lack of effective and situational while-reading tasks, especially the careful reading tasks. Although filling in blanks can develop students' reading skills to some extent, the high-level strategies are still overlooked in this stage. In addition, although in the teaching process, my teaching posture is natural and decent, also familiar with the teaching content, anyway, the voice is not loud enough and lacks strength to attract students. 3. Improvement To solve the above problems exposed until now, some specific improvements need to be made. To improve the vocabulary teaching, there is not enough explanation of new words, which needs more time through students’ s exercise and add some details next class. As a reading lesson, it has a clear and complete structure and meet the requirements basically. But it requires involvement and high level of cooperation from students. I should present the new words by creating a natural situation instead of directly showing them and try to repeat the new words in spoken instruction or explanation. Apart from that, I should set some effective and situational while-reading tasks as well, especially the careful reading tasks. Also, in order to stimulate their motivation to evaluate classmate' answers, I should invite more students to share their agreement or disagreement. 学科网（北京）股份有限公司 $$