资源简介

Unit 5 Music
Reading and Thinking教案
教材分析：
该板块的主题是“了解在线体验音乐”（learn about experiencing music online），阅读文章对一种新的音乐形式——虚拟合唱团及其创始人Eric Whitacre进行了介绍。本文以说明为主，叙事为辅，共分为四段。第一段主要介绍虚拟合唱团的关键因素。第二、三段介绍虚拟合唱团创始人的故事以及后来创立合唱团的情况等。第四段用一句话总结了虚拟合唱团的作用和意义。通过一系列活动任务，学生需了解文章各个段落的主要意思，把握段落之间的关系，提高阅读技能。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，在语境中理解和运用生词，如“virtual, altogether, performance, ...”；分析文章的组织结构，厘清主要观点和事实的逻辑关系，提炼主题意义。
思维品质上，由浅入深地思考文章传递的信息；培养批判性思维，辩证地看待虚拟合唱团，敢于提出疑问，形成自己的观点。
文化品格上，了解音乐与互联网结合的一种新形式——虚拟合唱团，理解和欣赏音乐的魅力，将不同国家、种族和性别的人联系起来。
学习能力上，掌握寻读的阅读策略，根据关键词快速获取特定信息；掌握段落大意梳理的方法；通过小组讨论，提高语言表达能力。
教学重点：
1. 学生能够厘清文章的组织结构，获取关键信息。
2. 学生能够掌握寻读策略，在语境中理解和运用生词。
教学难点：
学生缺乏虚拟合唱团的背景知识。
学生运用寻读策略获取关键信息。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead-in: 1. Ss listen to a song sung by a choir and think about the differences between the choir in the video and the traditional choir. Suggested answers: In the video, a group of people sing together online, while the traditional choir sing in public performances. 2. After that, T elicit the concept “the virtual choir” 观看视频，激发学生学习兴趣，引入阅读主题——虚拟合唱团。 5’ CW
Step 2 Background: T plays a video about the virtual choir. 有利于学生熟悉虚拟合唱团的背景知识。 5’ CW
Step 3 Discussion: Ss work in groups and discuss the question below. How can computers and the Internet help us experience music differently Suggested answers: We can listen to and download the music from different countries; We can watch and give a concert online; We can sing songs with people from different countries; ... 读前讨论，有助于学生为接下来阅读文章做好铺垫。 3’ GW
Step 4 Scan and circle: 1. Ss scan the passage and circle the information in the text. 2. Before Ss scan the passage, T leads Ss to learn about the meaning of scanning and teaches them how to scan: (1) Try to predict how the answer will appear and what clues you might use to help you locate the answer. (2) Use key words. (3) Selectively read and skip through sections of the passage. Suggested answers: Eric Whitacre The Juilliard School “What If” 掌握寻读策略，根据关键词掌握特定信息。 15’ IW/CW
Step 5 Main idea: Ss read the passage and find out the main idea of each paragraph. Before Ss read, T teaches the strategy of getting the main idea: Main idea ..., main idea exists in the first (and second) sentence(s) in a paragraph. Suggested answers: Paragraph one: Introduction of the virtual choir Paragraph two: The story of the creator — Eric Whitacre Paragraph three: Inspiration and development of the virtual choir Paragraph four: The function and significance of the virtual choir 利用阅读策略获取段落大意。 10’ IWCW
Step 6 Questions: Ss read the text again and answer the following question. Suggested answers: 1. You can perform alone on video; You don't even need a studio; Anyone can take part in a virtual choir from anywhere. 2. He fell in love with Mozart's classical music when he sang for the university choir. Moved by this music, he said, “It was like seeing color for the first time.” A video of a girl who was singing one of his works. 训练学生快速阅读，寻找关键信息的能力。 15’ IW
Step 7 Fill in the table: Ss read the passage quickly and fill in the timeline. (T explains the forms numbers may take: time, amount, length, height, code, ...) 快速阅读，运用寻读策略获取细节信息，例如日期，数字。 15’ IW
Step 8 Organization: T leads Ss to conclude the structure of the passage for making clear structure and having a deeper understanding of main factors of the passage. 梳理文章主要信息，巩固新知，提高学生理解力。 8’ CW
Step 9 Language points: T teaches the new words and patterns by using the contexts. During the process, T can ask Ss to make up sentences. 在语境中学习词汇和结构，提高学生对语言功能的认知。 10’ CW
Step 10 Key words: T teaches the new words by presenting collocations, examples, synonyms and pictures. virtual choir 虚拟合唱团 Virtual reality 虚拟现实 Opportunity job opportunities 工作机会 e.g. There was no opportunity for further discussion. Performance e.g. She gave the greatest performance of her career. Studio a television/film/photo studio Ordinary This was no ordinary meeting. 这次会议非同寻常。 Synonym: common, usual, general Original an original idea 独到的见解 e.g. I think you should go back to your original plan. 通过搭配，近义词和图片教单词，提高单词学习效率。 6’ CW
Step 11 Fill in the blank: Ss complete the sentences with the correct forms of words and phrases. (T leads Ss to infer the word based on the contextual meaning.) T leads Ss to think about what music mean to them via mind map and provide an example, then encourages Ss to draw their own mind maps. Statements: cannot live without it, I play the guitar every day Emotion: pleased and joyful 在语境中加深对词汇形式和意义的理解；发散学生思维，从多方面思考音乐的含义。 15’ IW/CW
Step 12 Discussion: Ss work in groups and discuss the questions. T provides some key ideas to expand Ss’ thinking rather than showing the whole sentences. Suggested answers: (1) Advantages: It is very easy to get lots of people in different places together quickly and cheaply/It makes the performance more amazing and touching ... Disadvantages: Singers in virtual choir cannot react to each other in the same way as they can in person/It is technologically demanding ... (2) Yes. Although a virtual choir doesn't bring people together physically, it still helps bring people from different countries and cultures together to share the love of music; ... No. Because singers in virtual choir find it hard to communicate with one another, and they have different understandings about music. 激发学生的发散性思维，提高学生批判性思维能力。加深对主题的理解和看法，为后续口语写作任务做准备。 20’ GW
Step 13 Homework: Appreciate the virtual choir “Tomorrow Will Come”, do you want to join in such a virtual choir Why or why not 有利于学生发散思维，深化对虚拟合唱团的理解。 1’ CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本课时学习，能否厘清文章的组织框架，获取段落大意和关键信息。
学生通过本课时学习，发散思维，从不同的视角看待虚拟合唱团，用批判的眼光思考问题。
学生通过本课时学习，能否在不同情境中理解和运用重点词汇和短语，掌握寻读的技巧和方法。

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