Unit 5 Music Assessing Your Progress 教案-2024-2025学年高中英语人教版（2019）必修第二册

教学设计 课程基本信息 学科 英语 年级 高一 学期 秋季 课题 Unit 5 Music-Assessing Your Progress 教学目标（Four-Dimensional Key Competencies） Linguistic Competence: Master music-related vocabulary (e.g., genre, melody) and express opinions on music using complex sentences. Cultural Awareness: Understand global music diversity and cultural connotations behind different musical forms. Thinking Quality: Analyze music’s impact on people and compare similarities/differences between musical styles logically. Learning Ability: Collaborate in discussions, summarize key points from listening materials, and self-assess language use. 重难点（Key and Difficult Points） Key: Using topic-related words/phrases fluently; comprehending music-themed texts/listening clips. Difficult: Expressing personal views on music with coherent reasoning; grasping implied meanings in audio materials. 教学过程 Teacher: Good day, class! Today, we're going to assess your progress in Unit 5 - Music. This unit has been full of amazing insights into the world of music, from different types of music to the innovative concept of the virtual choir. So, let's get started! First off, let's talk about the various types of music we learned about. Can anyone name some of them? Student 1: Pop music, rock music, classical music, and hip-hop. Teacher: Excellent! Those are some very common types. And what about country music? Does anyone remember what makes country music special? Student 2: It's full of feeling. It can touch people's hearts, like Billy James' music. Teacher: Exactly! Country music often tells stories and expresses deep emotions. Now, let's move on to the instruments. What are some musical instruments we mentioned? Student 3: The piano, guitar, and the guqin, which is a Chinese traditional instrument. Teacher: Great! The piano is widely used in classical music, and the guqin has a unique sound in Chinese traditional music. Now, let's recall the listening part. In the interviews with the students, why did one student like hip-hop? Student 4: Because when they listen to hip-hop, they just have to move. It makes them feel energetic. Teacher: Right! Hip-hop has a strong rhythm that gets people moving. And another student liked classical music. Why was that? Student 5: Because they play the piano, and when they play, they feel like they're in a beautiful natural place, like beside a quiet stream. Teacher: Wonderful. Classical music can be very immersive. Now, let's focus on the reading text about the virtual choir. Who can tell me what a virtual choir is? Student 6: A virtual choir is where members record themselves performing alone on video. These videos are then uploaded and put together into one video that you can see online. Teacher: Perfect. And who came up with the idea of the virtual choir? Student 7: Eric Whitacre, an award - winning composer and conductor. Teacher: Correct. Can you tell us a bit about Eric Whitacre's musical background? Student 8: He was born in the USA in 1970. He started 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 in 1995 and then got a master's degree in musical composition from the Juilliard School in 1997. Teacher: Well done! His love for music and his educational background led to the creation of this innovative virtual choir. Now, why do you think the virtual choir has become so popular? Student 9: It helps connect ordinary people. Many people don't have close friends with the same music interest or the chance to join a local choir, but they can be part of a virtual choir. Teacher: That's a great point. The virtual choir breaks down barriers. What are some other positive impacts of the virtual choir, as mentioned in the text? Student 10: It has a positive influence on people's lives. It helps them forget their problems. One member said that with music, they become someone else. Teacher: Exactly. Music, in general, has a powerful effect on our emotions and can change our state of mind. Now, let's look at the grammar we learned in this unit. We focused on past participles as predicatives and adverbials. Can anyone give an example of a past participle used as a predicative? Student 11: The door is closed. "Closed" is a past participle used as a predicative. Teacher: Good example. And for past participles as adverbials? Student 12: Given more time, I could do it better. "Given more time" is a past participle phrase used as an adverbial. Teacher: Excellent. Understanding and using these grammar points correctly is important for expressing ourselves precisely. Now, let's talk about the writing part. We learned how to write a speech about the impact of music. What are some key elements in a speech? Student 13: You should greet the audience, introduce yourself and the topic at the start. Then, in the body, you talk about the problems, solutions, your feelings, and give advice. And at the end, you thank the audience. Teacher: Right. Let's imagine you're writing a speech about how music helped you through a difficult time. What kind of problems could you mention? Student 14: Maybe you were sick in the hospital, feeling lonely and afraid because you didn't have close friends there. Teacher: Good. And how could music be a solution? Student 15: The doctor could suggest listening to music, and you could imagine performing on stage. It could make you fall in love with music and give you strength. Teacher: Great. And how would you describe your feelings? Student 16: You could say that music gave you happiness, a sense of satisfaction, and relief. It helped you face the hard times. Teacher: Perfect. Now, let's do a quick review of the vocabulary. What does "conductor" mean? Student 17: A conductor is a person who leads an orchestra or a choir. Teacher: Correct. And "perform"? Student 18: "Perform" means to act, sing, or play a piece of music in front of an audience. Teacher: Well said. Let's practice using some of these words in sentences. I'll give you a situation, and you use the relevant vocabulary. Suppose you're at a music concert. Describe what you see. Student 19: I see a conductor standing in front of an orchestra. The musicians are performing a beautiful piece of classical music. The sound is so amazing that it fills the whole concert hall. Teacher: Wonderful! You've used the vocabulary very well. Now, let's think about the real - world applications of what we've learned. How can we use our knowledge of different types of music in our daily lives? Student 20: We can choose different types of music according to our mood. If we're feeling down, we can listen to some uplifting pop music. Teacher: That's a great idea. And how about the concept of the virtual choir? Can you think of any similar online collaborative projects in other fields? Student 21: Maybe there are virtual art exhibitions where artists from all over the world can show their works online. Teacher: Excellent thinking. It shows that the idea of online collaboration is not limited to music. Now, let's summarize what we've reviewed today. We've covered different types of music, the virtual choir, grammar, writing, vocabulary, and the real - world applications. Remember, music is not only an art form but also a powerful tool that can connect people and change lives. I hope you've all gained a deeper understanding of music and improved your English skills through this unit. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$