教學設計

課程基本信息學科英語年級高一學期秋季課題Unit5MusicAssessingYourProgress教學目標（FourDimensionalKeypetencies）e.g.uisticpetence:Mastermusicrelatedvocabulary(e.g.,genre,melody)andexpressopinionsonmusicusingplexsentences.CulturalAwareness:Understandglobalmusicdiversityandculturalconnotationsbehinddifferentmusicalforms.ThinkingQuality:Analyzemusic’simpactonpeopleandparesimilarities/differencesbetweenmusicalstyleslogically.LearningAbility:Collaborateindiscussions,summarizekeypointsfromlisteningmaterials,andselfassesslanguageuse.重難點（KeyandDifficultPoints）Key:Usingtopicrelatedwords/phrasesfluently;prehendingmusicthemedtexts/listeningclips.Difficult:Expressingpersonalviewsonmusicwithcoherentreasoning;graspingimpliedmeaningsinaudiomaterials.教學過程Teacher:Goodday,class!Today,we'regoingtoassessyourprogressinUnit5Music.Thisunithasbeenfullofamazinginsightsintotheworldofmusic,fromdifferenttypesofmusictotheinnovativeconceptofthevirtualchoir.So,let'sgetstarted!Firstoff,let'stalkaboutthevarioustypesofmusicwelearnedabout.Cananyonenamesomeofthem?Student1:Popmusic,rockmusic,classicalmusic,andhiphop.Teacher:Excellent!Thosearesomeverymontypes.Andwhataboutcountrymusic?Doesanyonerememberwhatmakescountrymusicspecial?Student2:It'sfulloffeeling.Itcantouchpeople'shearts,likeBillyJames'music.Teacher:Exactly!Countrymusicoftentellsstoriesandexpressesdeepemotions.Now,let'smoveontotheinstruments.Whataresomemusicalinstrumentswementioned?Student3:Thepiano,guitar,andtheguqin,whichisaChinesetraditionalinstrument.Teacher:Great!Thepianoiswidelyusedinclassicalmusic,andtheguqinhasauniquesoundinChinesetraditionalmusic.Now,let'srecallthelisteningpart.Intheinterviewswiththestudents,whydidonestudentlikehiphop?Student4:Becausewhentheylistentohiphop,theyjusthavetomove.Itmakesthemfeelenergetic.Teacher:Right!Hiphophasastrongrhythmthatgetspeoplemoving.Andanotherstudentlikedclassicalmusic.Whywasthat?Student5:Becausetheyplaythepiano,andwhentheyplay,theyfeellikethey'reinabeautifulnaturalplace,likebesideaquietstream.Teacher:Wonderful.Classicalmusiccanbeveryimmersive.Now,let'sfocusonthereadingtextaboutthevirtualchoir.Whocantellmewhatavirtualchoiris?Student6:Avirtualchoiriswheremembersrecordthemselvesperformingaloneonvideo.Thesevideosarethenuploadedandputtogetherintoonevideothatyoucanseeonline.Teacher:Perfect.Andwhocameupwiththeideaofthevirtualchoir?Student7:EricWhitacre,anawardwinningposerandconductor.Teacher:Correct.CanyoutellusabitaboutEricWhitacre'smusicalbackground?Student8:HewasbornintheUSAin1970.HestartedstudyingmusicattheUniversityofNevadain1988.HefellinlovewithMozart'sclassicalmusicwhenhesangfortheuniversitychoir.Hegraduatedin1995andthengotamaster'sdegreeinmusicalpositionfromtheJuilliardSchoolin1997.Teacher:Welldone!Hisloveformusicandhiseducationalbackgroundledtothecreationofthisinnovativevirtualchoir.Now,whydoyouthinkthevirtualchoirhasbeesopopular?Student9:Ithelpsconnectordinarypeople.Manypeopledon'thaveclosefriendswiththesamemusicinterestorthechancetojoinalocalchoir,buttheycanbepartofavirtualchoir.Teacher:That'sagreatpoint.Thevirtualchoirbreaksdownbarriers.Whataresomeotherpositiveimpactsofthevirtualchoir,asmentionedinthetext?Student10:Ithasapositiveinfluenceonpeople'slives.Ithelpsthemforgettheirproblems.Onemembersaidthatwithmusic,theybeesomeoneelse.Teacher:Exactly.Music,ingeneral,hasapowerfuleffectonouremotionsandcanchangeourstateofmind.Now,let'slookatthegrammarwelearnedinthisunit.Wefocusedonpastparticiplesaspredicativesandadverbials.Cananyonegiveanexampleofapastparticipleusedasapredicative?Student11:Thedoorisclosed."Closed"isapastparticipleusedasapredicative.Teacher:Goodexample.Andforpastparticiplesasadverbials?Student12:Givenmoretime,Icoulddoitbetter."Givenmoretime"isapastparticiplephraseusedasanadverbial.Teacher:Excellent.Understandingandusingthesegrammarpointscorrectlyisimportantforexpressingourselvesprecisely.Now,let'stalkaboutthewritingpart.Welearnedhowtowriteaspeechabouttheimpactofmusic.Whataresomekeyelementsinaspeech?Student13:Youshouldgreettheaudience,introduceyourselfandthetopicatthestart.Then,inthebody,youtalkabouttheproblems,solutions,yourfeelings,andgiveadvice.Andattheend,youthanktheaudience.Teacher:Right.Let'simagineyou'rewritingaspeechabouthowmusichelpedyouthroughadifficulttime.Whatkindofproblemscouldyoumention?Student14:Maybeyouweresickinthehospital,feelinglonelyandafraidbecauseyoudidn'thaveclosefriendsthere.Teacher:Good.Andhowcouldmusicbeasolution?Student15:Thedoctorcouldsuggestlisteningtomusic,andyoucouldimagineperformingonstage.Itcouldmakeyoufallinlovewithmusicandgiveyoustrength.Teacher:Great.Andhowwouldyoudescribeyourfeelings?Student16:Youcouldsaythatmusicgaveyouhappiness,asenseofsatisfaction,andrelief.Ithelpedyoufacethehardtimes.Teacher:Perfect.Now,let'sdoaquickreviewofthevocabulary.Whatdoes"conductor"mean?Student17:Aconductorisapersonwholeadsanorchestraorachoir.Teacher:Correct.And"perform"?Student18:"Perform"meanstoact,sing,orplayapieceofmusicinfrontofanaudience.Teacher:Wellsaid.Let'spracticeusingsomeofthesewordsinsentences.I'llgiveyouasituation,andyouusetherelevantvocabulary.Supposeyou'reatamusicconcert.Describewhatyousee.Student19:Iseeaconductorstandinginfrontofanorchestra.Themusiciansareperformingabeautifulpieceofclassicalmusic.Thesoundissoamazingthatitfillsthewholeconcerthall.Teacher:Wonderful!You'veusedthevocabularyverywell.Now,let'sthinkabouttherealworldapplicationsofwhatwe'velearned.Howcanweuseourknowledgeofdifferenttypesofmusicinourdailylives?Student20:Wecanchoosedifferenttypesofmusicaccordingtoourmood.Ifwe'refeelingdown,wecanlistentosomeupliftingpopmusic.Teacher:That'sagreatid