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

Unit 5 Music-Listening and Talking 教学目标 Knowledge: Grasp key vocabulary (e.g., "genre", "rhythm") and expressions about music preferences; understand dialogue structures for discussing music. Skills: Improve listening comprehension of music-related dialogues; practice speaking to express and respond to music likes/dislikes. Affect: Cultivate interest in diverse music types and respect for others' preferences. Learning Strategies: Use context clues to infer meanings; collaborate in pair work to exchange opinions. 重点难点 Key: Understanding dialogue details about music preferences; using target expressions to talk about music. Difficult: Distinguishing subtle differences in tone when expressing preferences; applying learned structures flexibly in real communication. 教学内容 备注 Teacher: Good morning, dear students! Today, we are going to continue our exploration of Unit 5, which is all about music. Music is a universal language that touches our hearts and souls. It has the power to bring people together, evoke emotions, and create unforgettable memories. So far, we've learned a lot about different aspects of music, such as the history of music, famous musicians, and various musical instruments. Now, it's time to focus on improving our listening and talking skills related to music. Are you all excited? Students: Yes! Teacher: Great! Let's start with a warm - up activity. I want you to close your eyes and imagine a song that has a special meaning to you. It could be a song that makes you feel happy, sad, inspired, or nostalgic. Visualize the lyrics, the melody, and the emotions it stirs within you. After a minute, I'll ask you to share what you've imagined. So, close your eyes now and start imagining. (After about a minute) Teacher: Alright, time's up. Who wants to share the song they imagined? Raise your hands. Student 1: I imagined “My Heart Will Go On” by Céline Dion. It's the theme song of the movie “Titanic”. Every time I hear it, I think of the tragic love story in the movie, and it makes me feel a bit sad but also deeply moved. Teacher: That's a very classic and touching song. The melody and Céline Dion's powerful voice really bring out the emotions of the movie. What about the lyrics? Do you remember any part that especially touches you? Student 1: Yes, the line “Near, far, wherever you are, I believe that the heart does go on” is very memorable. It shows the deep love that can transcend distance and time. Teacher: Exactly. The lyrics are so meaningful. Any other students want to share? Student 2: I thought of “Uptown Funk” by Mark Ronson feat. Bruno Mars. It's such an energetic song. Whenever I listen to it, I just want to dance. It makes me feel full of life and joy. Teacher: “Uptown Funk” is indeed a very catchy and lively song. The rhythm is so infectious. What do you think makes this song so suitable for dancing? Student 2: The strong beat and the fun lyrics. Bruno Mars' performance is also very exciting. Teacher: You're right. The combination of the rhythm, lyrics, and Bruno Mars' charisma makes it a perfect dance - floor anthem. Now, let's move on to our listening part. (Show pictures of different types of music on the screen, such as classical music, Chinese traditional music, country music, and hip - hop) Teacher: Look at these pictures. Before we start listening, I want you to discuss in pairs what you know about these different types of music. You can talk about the instruments used, the typical rhythms, or any famous musicians in each genre. You have two minutes to discuss. (Students discuss in pairs) Teacher: Okay, time's up. Let's hear some of your ideas. Who wants to start? Student 3: For classical music, I know that it often uses instruments like the piano, violin, and cello. It has a very elegant and complex melody. Famous classical musicians include Mozart, Beethoven, and Chopin. Teacher: Excellent. Classical music is known for its sophistication and the high level of technical skill required to perform it. What about Chinese traditional music? Student 4: Chinese traditional music uses instruments like the guzheng, pipa, and erhu. The melodies are usually very beautiful and often tell stories. There are also different regional styles in Chinese traditional music. Teacher: Right. Chinese traditional music has a rich and long - standing heritage, with each region contributing its unique musical characteristics. Now, let's listen to some interviews. A reporter from the school newspaper is interviewing students about their music preferences. While listening, try to match the students with the type of music they like. Listen carefully. (Play the recording of the interviews for the first time) Teacher: Alright, let's start matching. Who can tell me which type of music the first student likes? Student 5: The first student likes country music. Teacher: Correct. And what about the second student? Student 6: The second student likes hip - hop. Teacher: Good. And the third student? Student 7: The third student likes classical music. Teacher: Well done. Now, let's listen to the recording again. This time, pay attention to the reasons why they like these types of music. Take some notes if you need to. (Play the recording for the second time) Teacher: Okay, let's talk about the reasons. Why does the first student like country music? Student 8: The first student likes country music because it touches his heart. He really loves Billy James, and he says that country music is all about feelings. Teacher: Exactly. Country music often has very sincere and relatable lyrics that can deeply resonate with people. Now, why does the second student like hip - hop? Student 9: When the second student listens to hip - hop, he just has to move. It makes him want to dance. He says it's very energetic. Teacher: Right. Hip - hop is known for its strong beats and rhythms that can get people moving. And what about the third student and classical music? Student 10: The third student likes classical music because when he plays the piano, he gets carried away. He feels like he's sitting beside a quiet stream and enjoying nature. He thinks it's peaceful and beautiful. Teacher: Great. Classical music can have a very calming and immersive effect. Now, let's have a group discussion. I'll divide you into groups of four. In your groups, discuss which of these three types of music you like the most and why. Also, compare the feelings these types of music bring to you with other types of music you know. You have about ten minutes to discuss. (Students form groups and start discussing) Teacher: Okay, time's up. Let's hear from each group. Which group wants to start? Group 1: We like hip - hop the most. It's so full of energy. In our opinion, compared to classical music, which is more about inner peace, hip - hop is all about action and self - expression. It makes us feel alive and ready to take on the world. And compared to country music, hip - hop has a more modern and urban feel. Teacher: That's an interesting perspective. Hip - hop does have a very contemporary and dynamic quality. Another group? Group 2: We prefer classical music. It has a timeless beauty. When we listen to it, we can focus better and feel more relaxed. Country music is more about storytelling, and hip - hop is very loud and energetic. Classical music is like a gentle breeze that soothes our souls. Teacher: Right. Classical music has a unique charm that can have a profound impact on our mood. Now, let's move on to another part of our lesson. We're going to plan a music festival. But first, let's listen to an announcement about a school music festival. While listening, think about the following questions: When will the music festival be held? Where will it be held? Who will be involved in the festival? And why will the music festival be held? Listen carefully. (Play the recording of the school music festival announcement) Teacher: Alright, let's answer the questions one by one. When will the music festival be held? Student 11: Next month. Teacher: Correct. And where will it be held? Student 12: On the school sports field. Teacher: Good. Now, who will be involved in the festival? Student 13: The musical guests include the famous singer Patty Williams, the Beijing Chinese Traditional Music Band, and Grace Davis from our school. Also, anyone with musical talent can try out to be a performer, and there's a choir being put together to sing with Patty Williams. Teacher: Excellent. And why will the music festival be held? Student 14: To raise money for charity. Teacher: Exactly. Now, let's listen to the announcement again. This time, tick the kinds of volunteers the festival needs. (Play the recording again) Teacher: Let's check the answers. What kinds of volunteers does the festival need? Student 15: People to run food stands, people to sell festival tickets, people to set up equipment, and choir members. Teacher: Right. Now, I want you to work in groups again. Role - play a conversation about the music festival. You can talk about your preferences, like whether you want to perform, volunteer, or just attend. You can also discuss which performers you are most looking forward to seeing. Use the expressions we've learned about talking about preferences, such as “I'd rather...”, “I'd prefer...”, etc. You have ten minutes to prepare your role - play. (Students work in groups to prepare the role - play) Teacher: Alright, let's start the role - play. Which group wants to be the first to perform? Group 3: (Start the role - play) Student A: Hey, did you hear about the school music festival next month? Student B: Yeah, I did. I'm so excited! I'd rather perform than just be a spectator. I can play the guitar. What about you? Student C: Well, I don't have much musical talent, so I'd prefer to volunteer. Maybe I can help run a food stand. Student D: I'm looking forward to seeing Patty Williams. She's my favorite singer. I'd rather watch her performance than anything else. Student A: That's great. I hope I can try out and get a chance to play on stage. Teacher: Well done, Group 3. You used the expressions about preferences very well. Now, let's have another group perform. Group 4: (Perform their role - play) Student E: I heard the music festival is going to be amazing. I'd rather be in the choir than perform alone. Student F: I want to sell tickets. I think it's a good way to contribute. What kind of music do you think will be played the most? Student G: With the Beijing Chinese Traditional Music Band coming, I guess there will be a lot of Chinese traditional music. But I'd prefer to listen to pop music. Student H: Yeah, I like pop music too. I hope there will be some pop - style performances. Teacher: Excellent, Group 4. You also did a great job. Now, let's talk about the importance of music festivals. Why do you think music festivals are so popular? Student 16: Music festivals bring people with the same music interests together. It's a great place to meet new friends who love music as much as you do. Teacher: That's a very important point. Music festivals create a sense of community among music lovers. What else? Student 17: They also give new musicians a chance to show their talent. In a music festival, there are usually many different performances, and some new and upcoming musicians can get noticed. Teacher: Exactly. Music festivals are a platform for both established and emerging musicians. Now, for homework, I want you to write a short passage about a music festival you would like to organize. Include details such as the type of music, the location, the performers, and the reason for organizing it. This will help you further practice your writing skills and also let you use what we've learned in class today. That's all for today's class. Thank you, everyone, for your active participation. Have a great day! ( 第 1 页 共 1 页 ) 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 $$