Unit 1 Music C The power of music (Reading & Grammar in use)教学设计 2024-2025学年沪教版（五四学制）英语七年级下册.docx

该初中英语教学设计聚焦“音乐的力量”主题，涵盖音乐相关词汇（如instrument, emotion）、表达观点与影响的句型（如How do you like...）及语篇理解。通过播放《My Heart Will Go On》引导学生闭眼聆听并分享感受，搭建“音乐感知—词汇积累—文本解读”的学习支架，梳理前后知识脉络。 亮点在于情境化导入与分层阅读结合，以核心素养为导向。导入激发学习兴趣（学习能力），读中略读抓主旨、扫读析细节（语言能力），读后小组讨论促观点表达（思维品质），词汇用图片与语境教学。助力学生提升语言运用与思维能力，教师可参考结构化流程，高效落实教学目标。

Unit 1 Music-C The power of music (Reading & Grammar in use) This unit focuses on the theme of music. In this part, students will read an article about the power of music. The text elaborates on how music can affect people's emotions, such as making people feel relaxed, excited, or inspired. It also mentions the role of music in different aspects of life, like in medical treatment and cultural communication. Through reading this text, students are expected to understand the significance of music and master relevant vocabulary and sentence patterns related to music. In the grammar part, it mainly reviews and practices some basic sentence patterns used to describe music and express feelings, such as "How do you like...?", "What do you think of...?" etc. 教学目标 Students will be able to understand and master new words and phrases related to music, such as "instrument", "emotion", "calm", "cheer up", etc. Students can correctly understand and use sentence patterns for describing music and expressing opinions, like "How do you like...?", "What do you think of...?", "Music can make us feel...". Students are able to comprehend the main idea and key details of the reading passage about the power of music. 教学重难点 A. Key Points New vocabulary and phrases related to music. Sentence patterns for expressing opinions and describing the impact of music. The main idea and important details of the reading passage. B. Difficult Points How to help students understand the in - depth meaning of the power of music, such as its role in medical and cultural fields. Enable students to use the learned knowledge flexibly to express their own ideas and feelings about music in different situations. A. Vocabulary Instrument: a device for making musical sounds, e.g., piano, guitar, violin. Emotion: a strong feeling such as joy, anger, love, etc. Calm: make or become quiet, tranquil. "Music can calm our minds." Cheer up: become more cheerful, "The song cheers me up." Relax: make or become less tense or anxious. "Listening to soft music helps me relax." B. Sentence Patterns How do you like...? Used to ask about someone's opinion of something. e.g., How do you like this piece of music? What do you think of...? Similar to "How do you like...?", also for asking opinions. e.g., What do you think of classical music? Music can make us feel... Used to describe the influence of music on people's feelings. e.g., Music can make us feel excited. 教学过程 A. Lead - in (5 minutes) Play a short and popular piece of music, like "My Heart Will Go On". While playing, ask students to close their eyes and listen carefully. After the music stops, ask some questions: "How do you feel after listening to this music?" "What kind of music do you think it is?" Encourage students to express their feelings and opinions briefly. B. Pre - reading (10 minutes) Vocabulary teaching Show pictures of different musical instruments on the PPT, such as a piano, guitar, drum, and introduce the new word "instrument" and the names of these instruments. Let students repeat after the teacher several times. Use some simple sentences to explain the new words related to emotions. For example, when teaching "calm", say "When you feel very nervous, listening to soft music can make you calm." Let students understand the meaning in context. Prediction Show the title of the reading passage "The power of music" on the blackboard. Ask students to predict what the passage might talk about according to the title. Divide students into small groups of 4 - 5 to discuss for 2 - 3 minutes. Then ask some groups to share their predictions. C. While - reading (15 minutes) Skimming Let students read the passage quickly within 2 - 3 minutes. Ask them to find out the main idea of the passage and each paragraph. Then, ask several students to answer. The main idea of this passage is that music has great power in influencing people's emotions and playing important roles in different aspects of life. Scanning Ask students to read the passage again carefully and answer some detailed questions on the PPT, such as "What emotions can music make people feel according to the passage?", "In what fields does music play a role?" Give students 5 - 6 minutes to read and answer. After that, check the answers together. Guide students to find out new words and sentence patterns in the text, and explain them further if necessary. For example, when meeting the sentence "Music can cheer us up when we are sad", explain the phrase "cheer up" again. D. Post - reading (10 minutes) Group discussion Divide students into groups again. Ask them to discuss the following questions: "What's your favorite kind of music? Why do you like it? How does it affect you?" Each group chooses a representative to report their discussion results to the whole class. Summary Summarize the main content of this class with students, including new vocabulary, sentence patterns, and the main idea of the reading passage. Write the key points on the blackboard. E. Grammar in use (5 minutes) Review the sentence patterns learned in the reading part, such as "How do you like...?", "What do you think of...?" Give students some examples and ask them to imitate and make sentences. For example, give the example "How do you like pop music? - I like it very much because it makes me feel energetic." Then ask students to make sentences about other kinds of music. 教学反思 In the lead - in part, the choice of music was very popular among students, which successfully aroused their interest. However, the time for students to express their feelings was a bit short. Next time, more time can be given to let more students share their thoughts. During vocabulary teaching, using pictures and sentences in context was effective for students to understand new words. But for some students with a weaker foundation, they might need more time to practice pronouncing and memorizing these words. Maybe some vocabulary games can be added in the future. In the reading part, most students could follow the teaching steps and understand the passage. However, when answering some inference questions, many students had difficulties. It shows that more training on inferring skills is needed. The group discussion in the post - reading part was quite active. Students actively shared their opinions about music. But some groups spent too much time on unimportant details. Teachers should strengthen guidance during group discussions in the future. For the grammar part, students can imitate the examples to make sentences, but their ability to use these sentence patterns freely in different situations still needs to be improved. More relevant exercises can be arranged in after - class assignments. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$