资源简介

Unit 2 The universal language
Reading 教案
教材分析：
本课时阅读文章是两篇邮件，关于音乐欣赏的反馈，其中描述了听后感、音乐描述和音乐类型发展历史等。学生通过阅读文章，需要识别和提取邮件基本信息以及基本结构，其中包括音乐描述信息的细节。然后，进行演绎归纳并整合诠释。学生需要掌握和音乐相关的词汇，拟人描述方法并使用，感知本单元主题“通用语言-音乐”，积极调动思维，进一步理解不同音乐特性，提高对中国文化的认同。
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，在语境中识别和运用重点单词和短语；拓展主题相关的词汇，理解文章采用的结构。
思维品质上，思考不同音乐类型的特点，懂得和文化背景相结合，辩证思考音乐的影响力。
文化品格上，感受音乐的同时，了解背后的故事，提高对中国文化的认同感。
学习能力上，习得归类同话题词汇的方法，并运用在口语等输出能力上。
教学重点：
学生能够厘清文章的组织结构，获取关键信息。
学生能够掌握和运用重点单词、短语，理解文章中的修辞手法。
教学难点：
学生梳理文章的组织框架，获取关键信息。
了解如何描述音乐内容及听后感受。
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: T leads Ss to watch a video about a pianist plays Butterfly Lovers. And asks: Would you like to introduce it to your foreign friends And why After answering the question, T can teach the background information about the music. 激发兴趣，自然引出语篇题材以及本节课主题。 5’ CW/GW
Step 2 Warm-up for reading: First, T guides Ss to review the structure of email, then highlights the identification of the senders, and asks Ss to predict what will be included in the emails. Next, T displays questions on the book. 激活学生与主题相关的背景信息和阅读兴趣，为后续活动埋下伏笔。 5’ CW/IW
Step 3 Reading (first time-A1): Have students read the two emails and finish A1. Before doing the task, T helps Ss review the way for summarizing main idea of each para. Then, T gives 5 mins to finish the task and check the answer for the first email. Alternatively, T provides a table for organize the main contents of first email. Then, T checks the answers of second email and provides a mind map to review the details. Finally, T can play a video about John Denver and provide some details about him. 梳理两封邮件的段落大意，了解文章主要内容与框架。激活学生。同时通过多媒体视频，提升学生兴趣，使文本内容更鲜活。 10’ IW/CW
Step 4 Reading (Second time-A2): Have students read the emails again and then finish A2 on Page 18. And check the answers 通过填空对文章内容和语言进行巩固。 5’ IW/CW
Step 5 Discussion: T guides Ss to discuss three questions. Q1: The violin concerto Butterfly Lovers is a combination of Chinese a Western musical elements. What do you think of this combination [T can asks Ss to think about the features of each musical instrument] Q2: What can you know about rural America from “Take Me Home, Country Roads” [T can play “take me home, country road” live music, and ask Ss to discuss connect between the music and culture. Then T can highlight the lyrics and display pictures for deepening the impression] Q3: Both Alice and Harry enjoyed their experiences of music from another culture. What do you think of Alice’s opinion that “music is indeed a universal language” 通过深度分析两篇邮件中的音乐和故事背景。 5’ GW/CW
Step 6 Language points: T analyses the key words and arouse Ss’ interests to know more. Tips: while analysing those words, T could give more examples of pollution as sample sentences. 提高语言能力，强化主题词汇。 5’ CW
Step 7 Building the language: Students consolidate the use of new words and phrases and finish task B1. Check the answers together. [before doing the task, T can analyse each blank and make prediction] According to the passage, T asks a question to let Ss discuss the two types of music. Students consolidate the use of new words and phrases and finish task B2. T needs to explain how to use vocabulary in same group. [Easy to memorize vocabularies in same group; Good for recalling vocabularies with the same topic] Then T asks some questions and encourages Ss to use the words they just learned. 在新的语境中运用生词，习得同主题词汇使用的方法和总结优势，巩固新知。 8’ IW/CW
Step 8 Building the language: T explains what personification is. And provides the sample sentence from the email. Then T gives 2 mins for writing sentences. 习得如何使用和辨别拟人句，体会其效果，并尝试使用拟人句提高内容生动性，提高学习能力。 5’ CW
Step 10 Homework: Write an email to me to introduce the music you choose. Email address: XXXX@YY.com (teacher’s email address) 巩固新知。 1’
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，能否掌握语篇内容和结构。
学生通过本课时学习，能否运用新知，积极讨论和表达，提高讨论该话题能力。
学生通过本课时学习，能否了解拟人句的使用方法。

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