高中英语人教版 (2019)必修 第二册Unit 5 Music教学设计及反思

这是一份高中英语人教版 (2019)必修 第二册Unit 5 Music教学设计及反思，共3页。
文本分析：
本文对一种新的音乐形式——虚拟合唱团及其创始人埃里克· 惠塔克（Eric Whitacre）进行了介绍，本文以说明为主，以叙事为辅，共分四段。第一段引出文章的焦点，即与互联网结合的音乐形式“虚拟合唱团”。此段介绍了组成虚拟合唱团的关键要素，即wh、where、what、hw和why。此段第一句“Imagine having the pprtunity t …”，邀请读者去设想、去体会，这种表达手法是作者吸引读者的有效手段。第二、三段按时间顺序介绍了虚拟合唱团的创始人——作曲家兼指挥家Eric Whitacre的故事，内容包含出生年月、出生地点、求学经历、初始阶段取得的成就，以及后来创立虚拟合唱团的情况等。第四段用一句话总结了虚拟合唱团的作用和意义
本文中有的段落有明显的过渡句，如第二段的首句和尾句，都起到了承上启下的过渡作用。有的段落由一个或多个比较关键的句子串联而成。学生阅读时需要关注过渡句和关键句，了解段落内部各句之间的关系，也要知道各个段落如何组成一篇文章，从而才能在写作中加以运用。
学情分析：
本堂课授课对象为音乐班高一学生，文本来源于必修二第五单元，因此他们在能力上尚未达到熟练处理文本的水平。虚拟合唱团的话题对他们而言不能算陌生，但相关文本阅读起来还是有一定困难。因此在设计时，考虑到学生的可接受程度，将部分环节（如分析文章的写作顺序、判断作者观点态度等）的难度做了降低处理。由于学生对自主阅读还不是特别适应，教师的引导相对而言要更细致一些。
核心素养：
语言能力：阅读介绍虚拟合唱团及其创始人的说明性文本，理解其文体特征和语言特点，关注人物经历叙述过程中的时间线索及其在文中的作用。仿写关于人物或事物的介绍。
学习能力：能够运用寻读技巧，快速捕捉日期、数字、人名、地名等重要信息。
文化意识：了解随着互联网等新技术的发展，音乐所呈现出的发展趋势。
思维品质：了解在互联网等新技术发展的影响和推动下，音乐在表现形式、发展趋势等方面所呈现出的新特点，理解和体会音乐在日常生活和社会发展过程中的积极作用，培养深层理解和创新思维的能力。
教学重难点：
帮助学生理解虚拟合唱团是怎么组织的，它的本质是什么；引导学生分析并理解文章的篇章结构，正确运用寻读策略，帮助学生在语境中学习和掌握新的词汇和表达法。
设计思路：
活动1从音乐班学生最熟悉的音乐视频入手，热身的同时引入课堂主题，活跃课堂气氛。活动2通过对文章主题提出问题的方式来解读第一段，为接下来学生自主阅读做好铺垫。活动3训练本单元的阅读策略——寻读。策略训练与文章内容和特点相关，会包含一些关键细节信息。同时引导学生了解过渡句的重要性，明白文章的逻辑关系体现在何处。通过梳理文章的关键句，引导学生理解信息如何取舍、如何联系、如何展开，为输出环节做准备。活动4通过进一步思考，理解虚拟合唱团恰好体现了“音乐是没有国界的”这一单元主题。通过对批判性问题的小组讨论，培养学生批判性思维的能力。
教学活动：
1. Lead-in
Shw students the vide f the virtual chir in ur schl.
2. Scanning
Raise questins accrding t paragraph 1.
Read the first paragraph very quickly and find ut the answers.
3. Careful reading
(1) Hw can we intrduce the virtual chir in ur schl? What kind f infrmatin d we need?
Students raise questins and the teacher write it dwn n bb.
Pssible questins:
Wh are they? Students in ur schl
When did they make it?In 2020 when they must stay at hme because f the cvid-19. They were freshmen at that time.
Where are they nw? They are preparing fr their cllege entrance exam.
Why did they d that?T encurage the students facing cllege entrance exam.
Hw did they make it?We need t interview ur music teachers.
(2) Read the passage carefully. Find ut if the writer wrte abut these questins and hw t put them tgether.
Wh?
When?
Hw?
Why?
Where are they?
Why did the writer chse these years t write?
(Because these years are imprtant fr him.)
1970 is the year he was brn.
1988 is the year he entered the university.
1997 is when he received his master’s degree.
These years marked the milestnes f his life.
(3) What’s the relatinship between these events and the virtual chir?
(All these events led t the creatin f virtual chir)
That’s the last sentence f para 2. What’s the functin f this sentence?
(It is a transitinal sentence. It can lead us t the next paragraph.)
When we are writing, we need t chse the imprtant time, r we can say, milestnes, instead f writing everything yu knw. Mre imprtantly, these events must be related with the tpic. Transitinal sentences can als be used if needed.
(4) Hw was the virtual chir frmed? Wrk in pairs and draw a mind map abut it.
Thus we can see hw the writer put the infrmatin tgether: time rder.
(5)Why did they d this?
Everyne lves the same sng s they sang tgether. They can share their share their same interest in music by jin a virtual chir.
The stry f the virtual chir is supprting evidence t the first paragraph.
(6) What is the writer’s attitude twards the virtual chir? Hw d yu knw?
A psitive attitude. As paragraph 4 said, the virtual chir is a wnderful way fr peple arund the wrld t sing with ne vice and thus make the wrld a better place.
That is als the meaning f the virtual chir.
4: Grup wrk
What d yu think f a virtual chir? Des it really bring peple tgether? Why r why nt?
Hmewrk:
Interview yur music teachers and write an intrductin fr the virtual chir in ur schl.
Blackbard:
The Virtual Chir
Milestneswh are they?Students in ur schl
Ordinarywhen did they d this?When they are in their first year, 2020.
Enablehw did they make it?An interview needed
Studiwhy did they d this?Encurage the students f grade 3 in ur schl
Awardwhere are they nw?in different places
Perfrmancet prepare fr their cllege entrance exam
thus