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

教学设计 课题 Unit 5 Music-Video Time 教学目标 Language Competence: Understand video content about music genres, master expressions for describing music and sharing preferences. Cultural Awareness: Explore global music cultures, compare Eastern and Western musical characteristics, fostering cross-cultural respect. Thinking Quality: Analyze the relationship between music and society, develop logical reasoning through discussions on music’s influence. Learning Ability: Learn to extract key information from videos, collaborate in group tasks to present music-related insights. 重难点 Key Points: Comprehending video details about music history/genres; using phrases like "be associated with" "have a great impact on". Difficult Points: Expressing personal views on music’s cultural significance coherently; understanding implicit meanings in the video. 教学过程 Teacher: Good morning, class! Today, we're going to have a special class - Video Time. As you know, our unit is all about music, and what better way to explore music than through some interesting videos? So, let's get started. First, I'm going to play a short video. While watching, think about the types of music you see and hear, and how the music makes you feel. (The teacher plays the first video, which shows a street performance with a mix of hip - hop and pop music) Teacher: Okay, the video has ended. Who can start by telling us what types of music were in the video? Student 1: There was definitely hip - hop. The dancers' moves were so energetic, and the rhythm of the music was very strong, just like the hip - hop we learned about. And I also think there was some pop music elements in it, because the melody was quite catchy. Teacher: Excellent observation! You're right. Hip - hop often has that powerful rhythm that gets people moving, and pop music is known for its catchy melodies. Now, how did the music in the video make you feel? Student 2: It made me feel excited and full of energy. I just wanted to get up and dance along with them. Teacher: That's the magic of music! It can really influence our emotions. Now, let's talk about the instruments we saw or heard in the video. Can anyone recall? Student 3: I heard a drum set. The beats from the drums were a big part of that strong rhythm in the hip - hop music. And there might have been an electric guitar, though I'm not 100% sure. Teacher: Great job. Drums are indeed very important in hip - hop music to create that driving rhythm. Now, let's move on to the next video. This one is a bit different. It's about a group of people practicing for a choir performance. (The teacher plays the second video) Teacher: So, what did you notice in this video? Student 4: It's about a choir. They were singing together, and it was really beautiful. The conductor was leading them, just like we learned in our reading about choirs. Teacher: Exactly. And what do you think is the importance of a conductor in a choir? Student 5: A conductor helps to keep everyone in sync. They set the tempo, and make sure that all the singers are singing at the right time and with the right volume. Without a conductor, the choir might sound messy. Teacher: Well said. The conductor is like the captain of a ship, guiding the whole choir to create harmonious music. Now, let's compare this real - life choir in the video with the virtual choir we learned about in the reading. What are the differences? Student 6: In a real - life choir, the singers are all together in one place, singing at the same time. But in a virtual choir, the members record themselves separately and then the videos are put together. Teacher: Right. And what are the advantages of a virtual choir compared to a traditional one? Student 7: A virtual choir can include people from all over the world. They don't need to be in the same physical location. Also, people who might not have the chance to join a local choir because of time or location can be part of a virtual choir. Teacher: Excellent points. The virtual choir really breaks down geographical and time barriers. Now, let's watch another video. This video is about how music affects our physical performance, like when we exercise. (The teacher plays the third video) Teacher: After watching this video, can someone tell us how music can help when we exercise? Student 8: The video said that music can increase our endurance. When we listen to music, we might not feel as tired, so we can exercise for a longer time. Also, it can make us more motivated. Teacher: That's correct. Music can distract us from the fatigue in our bodies, which is called dissociation. When we are distracted by the music, we tend to underestimate how much effort we are putting in, and as a result, we can keep going for longer. Now, think about different types of music. Which type of music do you think is best for exercise? Student 9: I think fast - tempo music like pop or hip - hop would be good for exercise. Because when we listen to fast - tempo music, our heart rate increases, and it gives us more energy. Teacher: That's a great thought. Fast - tempo music can indeed stimulate our body to be more active. But what about slower - tempo music? Can it also be useful for exercise? Student 10: Maybe for some slow - paced exercises like yoga or stretching, slower - tempo music would be better. It can help us relax and focus on our movements. Teacher: Exactly. Different types of music can be suitable for different types of exercises. Now, let's have a little discussion in groups. I want you to talk about a time when music had a big impact on your mood or your life. After a few minutes, we'll share some of the stories. (Students start discussing in groups) Teacher: Okay, time's up. Who would like to share their story first? Student 11: Once, I was feeling really sad because I did badly on an exam. I listened to my favorite pop song, and it made me feel better. The lyrics were so positive, and the melody was so uplifting that it gradually cheered me up. Teacher: That's a great example. Music can be a wonderful source of comfort and motivation. Who else has a story? Student 12: I was training for a long - distance running competition. I made a playlist of energetic music. Every time I listened to it during my training runs, I felt like I could run faster and longer. It was like the music was pushing me forward. Teacher: Amazing. It shows how music can really enhance our physical performance and mental strength. Now, let's watch one more video. This video is about a composer creating a new piece of music. (The teacher plays the fourth video) Teacher: From this video, what did you learn about the process of creating music? Student 13: The composer first had an idea in their mind. Then they started playing around with different notes and melodies on the piano. They seemed to be trying different combinations to find the right one. Teacher: Right. Composing music is a creative process. It involves coming up with ideas, experimenting with different musical elements like chords, melodies, and rhythms, and then refining them to create a complete piece. Now, let's think about the vocabulary related to music. What does "melody" mean? Student 14: A melody is a sequence of musical notes that form a tune. It's what we usually hum or sing along to. Teacher: Correct. And "rhythm"? Student 15: Rhythm is the pattern of beats in music. It gives music its sense of movement and pace. Teacher: Well done. Now, let's summarize what we've learned today through these videos. We've seen different types of music in action, compared real - life choirs with virtual choirs, learned about how music affects our exercise and mood, and also about the process of creating music. Music is such a rich and diverse part of our lives, and I hope these videos have given you a deeper appreciation for it. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$