Unit 5 Music Reading and Thinking 教案 -2024-2025学年高中英语人教版（2019）必修第二册

Unit 5 Music-Reading and Thinking 教学设计 教学目标 Language Competence: Master music-related vocabulary (e.g., genre, melody) and expressions for discussing preferences. Cultural Awareness: Understand diverse music styles globally and their cultural backgrounds. Thinking Quality: Analyze music features and logical connections in conversations. Learning Ability: Cooperate in pair work to exchange opinions and summarize key info. 重难点 Key Points: Using functional phrases to express likes/dislikes (e.g., "I’m fond of...") and identifying music types in audio. Difficult Points: Describing music characteristics fluently and responding appropriately in interactive dialogues. 教学环节 学习活动 新课教学 Teacher: Good morning, class! Today, we are going to embark on a fascinating journey into the world of music. As we all know, music is an integral part of our lives. It has the power to soothe our souls, lift our spirits, and bring people from different corners of the world together. Before we start our new lesson, I want to ask you a simple question: What kind of music do you usually listen to? Pop, rock, classical, or maybe something else? Raise your hands and share with the class. Student 1: I like pop music. The catchy melodies and energetic rhythms always make me feel excited. Student 2: I prefer classical music. It's so elegant and can really calm me down. Teacher: Wonderful! We indeed have a diverse taste in music here. Now, let's think about this. In modern times, with the rapid development of technology, especially computers and the Internet, how do you think they have changed the way we experience music? Discuss in pairs for a few minutes and then we'll share ideas. (Students discuss) Student 3: We can listen to a vast amount of music from different genres and eras online. There are so many music streaming platforms. Student 4: We can even create music on our own with some music-making software on the computer. Teacher: Absolutely! You've both made great points. Technology has truly revolutionized the music industry and our music experiences. Now, take a look at the title of our reading passage today: "The Virtual Choir". From the title, what can you guess this passage might be about? Student 5: Maybe it's about a new kind of choir that uses technology? Teacher: That's a very smart guess. You're on the right track. A virtual choir is indeed a new and innovative way of experiencing music. Now, let's start reading the passage. First, I want you to skim through it quickly and try to get a general idea of what each paragraph is about. You have 3 minutes. (Students skim the passage) Teacher: Alright, time's up. Let's start with Paragraph 1. Can anyone tell me what the main idea of Paragraph 1 is? Student 6: It mainly tells us what a virtual choir is and how it works. Teacher: Exactly. The passage starts with an interesting scenario: "Imagine having the opportunity to sing together with hundreds of other people while you are at home alone. You can do this in a virtual choir." This really grabs our attention, doesn't it? Now, let's read this paragraph more carefully. What are the steps to create a virtual choir? Student 7: First, virtual choir members record themselves while they perform alone on video. Then, these videos are uploaded onto the Internet, and finally, they are put together into one video that we can see online. Teacher: Perfect. So, as you can see, technology makes it possible for people from all over the world to "sing together" in this unique way. Another important point in this paragraph is the advantages of a virtual choir. What are they? Student 8: Anyone can take part in a virtual choir from anywhere. All you need is a video camera and an Internet connection. Also, it helps connect ordinary people together. Teacher: Great job. A virtual choir breaks down the geographical barriers and gives everyone a chance to be part of a musical community. Many people who don't have close friends with the same musical interests or don't have the opportunity to join a local choir can now express their love for music through a virtual choir. And as one virtual choir member said, "Music helps me to... forget my problems. With music, I become someone else." This shows the powerful impact of music, especially in the context of a virtual choir. Now, let's move on to Paragraphs 2 and 3. These two paragraphs are mainly about the creator of the virtual choir. Who is he? Student 9: His name is Eric Whitacre. Teacher: Right. Eric Whitacre is an award - winning composer and conductor. Let's read these two paragraphs carefully and fill in the blanks on the handout about Eric Whitacre's educational background and the process of creating the virtual choir. You can work in pairs. (Students read and fill in the blanks) Teacher: Let's check the answers. Eric Whitacre was born in the USA on 2 January 1970. He began studying music at the University of Nevada in 1988. He fell in love with Mozart's classical music when he sang for the university choir. He graduated from university in 1995 and then received a master's degree in musical composition from the Juilliard School in New York in 1997. Now, how did he come up with the idea of the virtual choir? Student 10: In 2009, he received a video of a girl who was singing one of his works. Inspired by this, he asked his fans to make videos, which he then joined together into one performance. Teacher: Correct. His original compositions had already become quite popular among choirs and singers before that. And this led to the creation of the virtual choir. Notice the numbers and dates in these paragraphs. What's the purpose of presenting these numbers? Student 11: They can show the development of Eric Whitacre's career and how the virtual choir came into being step by step. It makes the story more real and believable. Teacher: Excellent. The specific numbers and dates help us to better understand the timeline and the significance of each event. It also shows the process of innovation and the growth of the virtual choir concept. Finally, let's look at Paragraph 4. What does the author say about the virtual choir in this paragraph? Student 12: The author says that the virtual choir makes the world a better place by making it possible for people from all over the world to sing together. Teacher: Exactly. The virtual choir has a positive influence not only on individuals but also on the global community. It brings people together through music, regardless of their nationality, age, or background. Music truly is a universal language, and the virtual choir is a wonderful example of how it can connect people across the globe. Now, let's summarize what we've learned today. We've learned about a new and exciting form of music - the virtual choir, how it is created, who its creator is, and its positive influence on people's lives. I want you to think about this: Do you think there are any disadvantages of a virtual choir compared to a traditional live choir? Discuss in groups and we'll share our thoughts. (Students discuss) Student 13: In a virtual choir, there's no real - time interaction like in a live choir. You can't feel the energy of the people singing around you. Student 14: Also, the sound quality might not be as good as a live performance in a concert hall. Teacher: These are very valid points. Just like any new technology - based innovation, the virtual choir has its own set of advantages and disadvantages. But despite the limitations, it has still brought so much joy and opportunity to countless people. For homework, I want you to write a short paragraph about your own opinion on the virtual choir. Do you like the idea? Why or why not? And you can also share any suggestions you have to make the virtual choir experience even better. That's all for today's class. Thank you, everyone! 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$