Unit 5 Music-Video Time 教案-2025-2026学年高中英语人教版必修第二册

Unit 5 Music-Video Time 内容导航 This Video Time presents a documentary clip about WOMAD (World of Music, Arts and Dance) and a Neapolitan band Spaccanapoli, showing the charm of world music, the integration of traditional and modern music, and the musicians' passion for music, helping students perceive the diversity of music culture. 教学目标和重难点 1. 教学目标 Language Ability: Master key words and sentences related to music festivals and musical performances, and improve the ability to listen for specific information and express views on music in English. Cultural Awareness: Understand the connotation of world music and the characteristics of Neapolitan folk music, respect cultural diversity, and enhance cross-cultural communication awareness. Thinking Quality: Cultivate logical thinking through analyzing the connection between musicians' experiences and their works, and develop critical thinking by discussing the value of folk music. Learning Ability: Form good listening habits, master effective video learning methods, and improve the ability of independent learning and cooperative inquiry. 2. 教学重难点 Key Points: Master core vocabulary such as "festival, perform, traditional, inspiration, combine" and sentence patterns like "be called..., get inspiration from..., a combination of..."; understand the main content of the video, including the introduction of WOMAD and Spaccanapoli's music characteristics. Difficult Points: Comprehend the implied meaning of the video, such as the cultural value of street music and the spirit of adhering to musical dreams; flexibly use the learned language to describe musical works and express personal feelings about world music. 教学过程 Step 1: Lead-in (Lead-in) The lead-in link is designed to arouse students' interest in the topic, activate their existing knowledge reserve related to music, and lay a good foundation for the smooth development of the subsequent video learning. First, the teacher greets the students in English and starts with a daily topic related to music: “Good morning, everyone. Last class, we talked about different types of music and some famous musicians. Today, we will continue our music journey, but this time we will walk into a special music world through a video. Before watching the video, I want to ask you two questions: First, have you ever attended a music festival? If yes, what did you see and feel there? If not, what kind of music festival do you imagine? Second, what do you think makes music a universal language that connects people all over the world?” After putting forward the questions, the teacher gives students 3 minutes to think and discuss in pairs. During the discussion, the teacher walks around the classroom, listens to the students' conversations, guides them to use the English words and sentences they have learned before, such as “rock music, classical music, sing, perform, exciting, moving” and so on. After the discussion, invite 2-3 groups of students to share their views. For example, some students may say, “I have never attended a music festival, but I imagine it is a lively place where many musicians perform and people sing and dance together.” Others may say, “Music is a universal language because it can express feelings that words cannot, and people from different countries can understand each other through music.” After the students' sharing, the teacher makes a brief comment, affirms their positive performance, and then naturally leads to the theme of this lesson: “Your ideas are very wonderful. Today, the video we are going to watch will show you a famous world music festival and a special band. Through this video, we will learn more about world music and feel the power of music across borders. Now, let's start our Video Time.” Step 2: Pre-watching (Pre-watching) The pre-watching link is mainly to help students eliminate language barriers, understand the background information related to the video, and clarify the listening and watching tasks, so as to improve the efficiency of watching the video. First, the teacher introduces the background of the video to the students in simple English, focusing on explaining the key information that is helpful for understanding the video: “The video we are going to watch today is about WOMAD, which stands for World of Music, Arts and Dance. It is a famous international music festival founded in 1982 by Peter Gabriel, a famous singer and songwriter. The purpose of this festival is to celebrate world music and let people from all over the world enjoy traditional music and dance from different cultures. Besides, we will also see a band called Spaccanapoli from Naples, Italy. They will perform their unique music at WOMAD. Now, let's learn some key words and sentences that will appear in the video, which will help you understand the video better.” Next, the teacher presents the key vocabulary and sentences on the blackboard or PPT, and explains their meanings and usages in detail with simple examples, combined with the context of the video. The key vocabulary includes: festival (n. 节日), perform (v. 表演), traditional (adj. 传统的), inspiration (n. 灵感), combine (v. 结合), tambourine (n. 铃鼓), folk rock (民谣摇滚), neighborhood (n. 街区), stage (n. 舞台). The key sentences include: 1. Hundreds of people from around the world are arriving in the English countryside for a music festival called WOMAD. 2. The artists come to WOMAD to perform traditional music and dance from their cultures. 3. Marcello gets the inspiration for his music from the streets of Naples. 4. The band's music is a combination of folk rock and traditional Italian dance music. 5. Every street is a stage in his neighborhood in Naples. When explaining the vocabulary and sentences, the teacher pays attention to guiding students to read aloud, correct their pronunciation, and let them familiarize themselves with the pronunciation and intonation of the words and sentences. For example, when explaining “tambourine”, the teacher can show a picture of a tambourine, let students know what it is, and then lead them to read the word several times to ensure that they can pronounce it correctly. When explaining the sentence “The band's music is a combination of folk rock and traditional Italian dance music”, the teacher can break down the sentence structure, explain the meaning of “a combination of... and...”, and let students make simple sentences with this structure, such as “My favorite music is a combination of pop music and classical music.” After learning the key vocabulary and sentences, the teacher clarifies the watching tasks for the students: “Now you have mastered the key words and sentences. When watching the video, please pay attention to two things: First, try to understand the main content of the video, including what WOMAD is, where Spaccanapoli is from, and what their music is like. Second, take notes of the key information, such as the time when WOMAD was founded, the source of Marcello's inspiration, and the characteristics of the band's music. I will play the video twice, and you can focus on different tasks each time.” Step 3: While-watching (While-watching) The while-watching link is the core part of this lesson, which aims to train students' ability to listen for specific information, grasp the main idea of the video, and improve their listening and watching skills. The teacher plays the video twice, and arranges different tasks for the students in each playing to help them gradually deepen their understanding of the video. First playing: Focus on grasping the main idea. The teacher plays the video at a normal speed, and asks the students to watch it carefully without taking too many notes, mainly to understand the overall content of the video. After the first playing, the teacher asks students simple questions to check their understanding of the main idea: “Who can tell me what the video is mainly about? Yes, it's mainly about WOMAD music festival and Spaccanapoli band. What is WOMAD? It's a world music festival that celebrates traditional music and dance from different cultures. Where is Spaccanapoli from? It's from Naples, Italy.” Through these simple questions, the teacher helps students sort out the main framework of the video and ensures that they have a general understanding of the video content. Second playing: Focus on capturing specific information. The teacher plays the video again, this time at a slightly slower speed, and asks the students to take notes according to the watching tasks assigned earlier, capturing key information such as the background of WOMAD, the characteristics of Spaccanapoli's music, and the source of Marcello's inspiration. During the playing process, the teacher can pause appropriately at the key points to give students time to take notes. For example, when the video mentions “WOMAD was co-founded by Peter Gabriel in 1982”, the teacher pauses for 10 seconds to let students write down the key information. When the video introduces Spaccanapoli's music as “a combination of folk rock and the music from two traditional Italian dances, the tarantella and tammurriata”, the teacher pauses again to help students grasp this key point. After the second playing, the teacher organizes students to check their notes in groups of four, compare and supplement each other's key information, and solve the problems they encountered during watching. For example, some students may not catch the time when WOMAD was founded, and other students can remind them; some students may not understand the meaning of “tarantella” and “tammurriata”, and the teacher can briefly explain that they are two traditional Italian dances, without going into too much detail to avoid distracting students from the main content. Then, the teacher invites several students to share their notes, and sorts out the key information of the video on the blackboard or PPT to help all students consolidate their understanding: 1. WOMAD: World of Music, Arts and Dance, founded in 1982 by Peter Gabriel, purpose is to celebrate world music, artists perform traditional music and dance from their cultures. 2. Spaccanapoli: an eight-piece band from Naples, Italy, leader is Marcello Colasurdo, who plays the tambourine and sings. 3. Music characteristics: a combination of folk rock and traditional Italian dance music (tarantella and tammurriata). 4. Inspiration source: Marcello gets inspiration from the streets of Naples, where people often sing in the street. In addition, the teacher can play some key clips of the video again, such as the part where Marcello talks about his inspiration and the band's performance clips, let students watch them carefully, and ask them to pay attention to the intonation and emotion of the speakers, so as to better understand the feelings expressed in the video. For example, when Marcello says “My father taught me to love the tambourine when I was just a young boy”, the teacher can ask students: “What emotion can you feel from Marcello's words? Yes, we can feel his love for the tambourine and his nostalgia for his childhood.” Step 4: Post-watching (Post-watching) The post-watching link is designed to help students consolidate the knowledge learned, deepen their understanding of the video content, and improve their ability to use language comprehensively. This link includes three parts: language consolidation, discussion and expression, and extension and expansion. First, language consolidation. The teacher arranges some exercises related to the key vocabulary and sentences to help students master and use the knowledge they have learned. The exercises can be designed as follows: 1. Fill in the blanks with the correct form of the given words: (festival, perform, combine, inspiration, traditional) ① Many artists will ______ at the music festival next month. ② Her ______ comes from her daily life and nature. ③ This music is a ______ of classical music and pop music. ④ We should respect the ______ culture of different countries. ⑤ The Spring Festival is the most important ______ in China. 2. Translate the following sentences into English: ① 数百人从世界各地来到这里参加一个名为WOMAD的音乐节。 ② 马塞洛从那不勒斯的街道上获得了音乐灵感。 ③ 这支乐队的音乐是民谣摇滚和传统意大利舞蹈音乐的结合。 After the students finish the exercises, the teacher checks the answers, corrects the mistakes, and explains the key and difficult points in the exercises. For example, when checking the fill-in-the-blank questions, the teacher reminds students of the part of speech and tense of the words; when checking the translation questions, the teacher pays attention to the accuracy of the translation and the correct use of sentence patterns, and guides students to use the key sentences they have learned to complete the translation. Second, discussion and expression. The teacher puts forward some discussion topics related to the video, guides students to think deeply, and expresses their views in English, so as to improve their oral expression ability and thinking quality. The discussion topics can be designed as follows: 1. What do you think of WOMAD? Do you think it is important to hold such a music festival? Why or why not? 2. Marcello gets inspiration from the streets of Naples. Do you think daily life can be a source of inspiration for music or other forms of art? Give examples to support your view. 3. The band's music combines folk rock with traditional Italian dance music. Do you think it is a good way to inherit and develop traditional music? Why? 4. What can we learn from the musicians in the video, such as Peter Gabriel and Marcello? 5. What kind of music do you like best? Can you introduce it to us in English, including its characteristics and the feelings it brings to you? The teacher gives students 5-6 minutes to discuss these topics in groups of four, and encourages them to express their views freely, use the key words and sentences they have learned, and put forward their own opinions. During the discussion, the teacher walks around the classroom, guides the students who have difficulty expressing themselves, helps them organize their language, and reminds them to use correct grammar and pronunciation. For example, if a student wants to say “I think WOMAD is very important because it can let people know different cultures”, the teacher can guide them to express it more completely: “I think WOMAD is very important because it provides a platform for artists from all over the world to perform their traditional music and dance, which helps people understand and respect different cultures, and promotes cross-cultural communication.” After the discussion, invite 3-4 groups of students to share their discussion results. Each group can choose one topic to share, and other students can ask questions or supplement their views after the sharing. For example, when a group shares their views on the importance of WOMAD, other students can ask: “Do you think there are any difficulties in holding such a music festival? How can we solve these difficulties?” The teacher makes a brief comment on each group's sharing, affirms their advantages, points out the areas that need improvement, and guides students to think more comprehensively. For example, the teacher can say: “Your view is very good. You have pointed out the importance of WOMAD in promoting cross-cultural communication. In addition, WOMAD also helps to protect and inherit traditional music, which is also a very important point.” Third, extension and expansion. In order to expand students' horizons and deepen their understanding of world music, the teacher introduces some other forms of world music and related music festivals to the students, such as the Edinburgh International Festival, the Rio Carnival, and Chinese folk music combined with modern music. The teacher can play short clips of these music or show pictures, let students feel the diversity of world music, and guide them to realize that music is a bridge connecting different cultures, and we should respect and appreciate different forms of music. At the same time, the teacher combines the video content with students' daily life, and asks them to think about how to discover the beauty of music in their daily life, and how to use music to enrich their life. For example, the teacher can say: “Marcello gets inspiration from the streets of Naples. In our daily life, we can also pay attention to the sounds around us, such as the sound of rain, the song of birds, which may become the source of music inspiration. Music can also help us relieve pressure, cheer us up when we are in trouble. I hope you can love music, feel the power of music, and use music to make your life better.” Step 5: Summary and Homework (Summary and Homework) First, summary. The teacher summarizes the content of this lesson with the students, helping them sort out the key points and consolidate the knowledge they have learned. The summary can be carried out in the form of questions and answers: “What did we learn today? Yes, we watched a video about WOMAD music festival and Spaccanapoli band. What key words and sentences did we master? We mastered words like festival, perform, inspiration, combine, and sentences like ‘a combination of... and...’, ‘get inspiration from...’. What did we know about WOMAD and Spaccanapoli? We know that WOMAD is a world music festival founded in 1982, and Spaccanapoli is a band from Naples, Italy, whose music combines folk rock and traditional Italian dance music. In addition, we also discussed the importance of world music and the source of inspiration, and improved our listening, speaking and thinking abilities.” The teacher also emphasizes the core literacy goals of this lesson: “Through today's study, we not only improved our language ability, but also understood the diversity of world music, enhanced our cultural awareness, cultivated our thinking quality, and mastered better learning methods. I hope you can apply what you have learned today to your daily study and life, and keep an open mind to understand and appreciate different cultures.” Second, homework. The teacher assigns homework according to the content of this lesson, which is divided into basic homework and extended homework to meet the needs of different students. Basic homework: 1. Review the key vocabulary and sentences learned in this lesson, and write each word and sentence twice. 2. Watch the video again after class, and write a short summary of the video (about 50-80 words), introducing the main content of the video. 3. Complete the exercises arranged in the post-watching link. Extended homework: 1. Search for information about one world music festival (such as the Edinburgh International Festival, the Rio Carnival) or one folk music band, and write a short introduction (about 100 words) in English, introducing its background, characteristics and significance. 2. Record a short video (about 1-2 minutes) in English, introducing your favorite music, including its type, characteristics and the feelings it brings to you. 3. Discuss with your family or friends about the role of music in life, and write down their views and your own feelings in English (about 80-100 words). Before assigning homework, the teacher reminds students of the requirements of the homework: “When doing the basic homework, please pay attention to the correct spelling and grammar of the words and sentences. When doing the extended homework, you can use the Internet to search for information, but you should pay attention to the authenticity and accuracy of the information. When recording the video, please speak clearly and confidently, and try to use the key words and sentences we have learned. I will check your homework carefully next class, and invite some students to share their extended homework.” Step 6: Blackboard Design The blackboard design is concise and clear, focusing on the key points of this lesson, helping students sort out the knowledge framework and consolidate the knowledge they have learned. The blackboard is divided into three parts: Left part: Key Vocabulary and Sentences Vocabulary: festival, perform, traditional, inspiration, combine, tambourine, folk rock, neighborhood, stage Sentences: 1. Hundreds of people from around the world are arriving in the English countryside for a music festival called WOMAD. 2. The artists come to WOMAD to perform traditional music and dance from their cultures. 3. Marcello gets the inspiration for his music from the streets of Naples. 4. The band's music is a combination of folk rock and traditional Italian dance music. 5. Every street is a stage in his neighborhood in Naples. Middle part: Main Content of the Video 1. WOMAD: World of Music, Arts and Dance; founded in 1982 by Peter Gabriel; purpose: celebrate world music. 2. Spaccanapoli: eight-piece band from Naples, Italy; leader: Marcello Colasurdo; music: folk rock + traditional Italian dance music; inspiration: streets of Naples. Right part: Discussion Topics 1. The importance of WOMAD. 2. Daily life as a source of inspiration. 3. Inheriting traditional music through combination. 4. What we can learn from musicians. Through such a blackboard design, students can clearly see the key points of this lesson, which is convenient for them to review and consolidate after class. 1 / 1 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 $