Unit 5 Music Listening and Speaking 教案-2025-2026学年高中英语人教版必修第二册

Unit 5 Music-Listening and Speaking 内容导航 This section centers on music preferences and festival planning, including listening to interviews about students’ music tastes and an announcement of a school music festival. It guides students to master functional expressions for talking about preferences and making suggestions, laying a foundation for oral communication about music. 教学目标和重难点 1. 教学目标 Language Competence: Students grasp music-related vocabulary (e.g., folk, classical, choir) and functional sentences to express preferences and make suggestions, improving listening comprehension and oral expression. Cultural Awareness: They understand diverse music styles at home and abroad, respect cultural diversity, and realize music’s role as a universal language. Thinking Quality: They analyze listening materials logically, summarize key information, and develop critical thinking through group discussions. Learning Ability: They actively participate in interactive activities, master listening strategies, and form autonomous and cooperative learning habits. 2. 教学重难点 Key Points: Mastering core vocabulary and phrases related to music and music festivals; understanding the main idea and key details of listening materials; using functional expressions to talk about music preferences and make suggestions appropriately. Difficult Points: Accurately capturing specific information (e.g., music types, activity arrangements) in listening materials; using appropriate tones and expressions to make polite suggestions; flexibly applying learned language in real communication scenarios. 教学过程 Warm-up and Lead-in The warm-up activity is designed to arouse students’ interest in the topic of music and activate their prior knowledge, laying a relaxed foundation for the subsequent listening and speaking activities. First, the teacher greets the students and starts with a question: “Do you like music? What kind of music do you usually listen to in your free time?” This question is closely related to students’ daily life, so it is easy to trigger their resonance and participation. After asking, the teacher invites 3-4 students to share their answers freely, such as “I like pop music because it is lively and easy to sing” or “I prefer classical music because it makes me feel peaceful.” Then, the teacher shows pictures of different music types on the screen, including pop music, classical music, folk music, rock music, and Chinese traditional music, and matches them with short music clips (each clip is 15-20 seconds long). While playing the clips, the teacher asks students to guess the music type and say a few words about how they feel when listening to it. For example, when playing a folk song clip, the teacher can guide students to say, “This is folk music. It sounds simple and warm, and it often tells stories about people’s life.” This activity not only enriches students’ perception of different music styles but also naturally introduces core vocabulary related to music types, such as “pop music”, “classical music”, “folk music”, “rock music”, and “traditional Chinese music”. After the music appreciation, the teacher summarizes: “Music is a universal language that connects people from different countries and cultures. Today, we will learn how to talk about our music preferences and plan a music festival through listening and speaking activities. Let’s start our interesting journey of music and English!” This summary not only connects the warm-up activity with the main content of the lesson but also inspires students’ learning motivation. Pre-listening Preparation Before listening, it is necessary to help students sort out the key vocabulary and functional sentences, eliminate language obstacles, and enable them to better understand the listening materials. First, the teacher introduces the core vocabulary and phrases of this section through context and examples, focusing on explaining the pronunciation, meaning, and usage of difficult words and phrases. The first part is music-related vocabulary: “folk song” (folk song), “classical music” (classical music), “pop music” (pop music), “rock music” (rock music), “talent” (talent), “performer” (performer), “choir” (choir), “volunteer” (volunteer). For each word, the teacher gives a simple example sentence to help students understand and remember. For example, “She has a talent for music and can sing very well.” “Our school will set up a choir to participate in the competition.” In addition, the teacher also explains the verb phrases related to music activities, such as “try out” (participate in selection), “put together” (set up), “help out” (help), “get in touch with” (contact), and “hold a music festival” (hold a music festival). The teacher demonstrates the usage of these phrases through situational sentences, such as “Anyone with musical talent can try out for the performer.” “We are putting together a choir to sing at the music festival.” The second part is functional sentences. Combined with the theme of this section, the teacher focuses on teaching sentences for expressing music preferences and making suggestions. For expressing preferences, the key sentences are: “I like/love/prefer... because...”, “My favorite music type is...”, “I enjoy listening to... when I am free.”, “I am fond of... because it makes me feel...”. For making suggestions, the key sentences are: “Why not...?”, “How about...?”, “I suggest that we...”, “We could...”, “Maybe we should...”. The teacher reads these sentences aloud, emphasizing the intonation and stress, and then invites students to read after them, practicing repeatedly to ensure that students can pronounce them correctly and master their basic usage. After the vocabulary and sentence explanation, the teacher designs a simple oral practice: ask students to work in pairs, use the learned functional sentences to talk about their music preferences. For example, Student A says: “I prefer classical music because it is elegant and can calm me down. What about you?” Student B replies: “I like pop music because it is lively and easy to follow. Why not listen to some pop songs together after class?” This practice not only helps students consolidate the learned language knowledge but also lays a foundation for the subsequent speaking activities. Finally, the teacher guides students to predict the content of the listening materials. The teacher shows the pictures related to the listening text (such as students being interviewed, a school sports field, and a poster of a music festival) and asks: “Look at these pictures, what do you think the listening materials will talk about?” Students can freely guess, and the teacher summarizes their guesses, such as “Maybe it is about students talking about their music preferences” or “It might be an announcement about a school music festival.” This prediction activity can help students form a preliminary understanding of the listening content, improve their listening efficiency, and cultivate their ability to infer information based on clues. While-listening Activities The while-listening part is divided into two sections: Listening 1 (interviews about students’ music preferences) and Listening 2 (announcement of a school music festival). Each section is designed with layered listening tasks, from grasping the main idea to capturing key details, helping students gradually improve their listening comprehension ability. First, Listening 1: The listening material is three short dialogues, which are interviews between a school newspaper reporter and three students about their music preferences. Before playing the listening material, the teacher clarifies the first listening task: “Listen carefully and find out what kind of music each student likes and the reason why they like it. Then fill in the blanks in the table.” The teacher distributes the table to each student, which includes three columns: Student, Music Type, and Reason. Then, the teacher plays the listening material once at a normal speed. After playing, students are given 1-2 minutes to complete the table independently. Then, the teacher invites students to share their answers, corrects the wrong answers, and explains the key points in the listening material. For example, if a student misses the reason why the first student likes Chinese traditional songs (“It has beautiful melodies and carries our traditional culture”), the teacher can play that part of the listening material again, let students listen carefully, and guide them to find the key information. After completing the first task, the teacher arranges the second listening task for Listening 1: “Listen again and pay attention to the functional sentences the students use to express their preferences. Underline these sentences in the listening script (which is displayed on the screen).” Then, the teacher plays the listening material again. After playing, students exchange their underlined sentences in pairs, and then the teacher summarizes the functional sentences used in the listening material, such as “I like to dance to Chinese traditional songs because they have beautiful melodies.” “I prefer classical music because it makes me feel relaxed.” This activity not only helps students consolidate the functional sentences learned earlier but also enables them to understand how to use these sentences in real communication. Next, Listening 2: The listening material is an oral announcement about a school music festival, which introduces the time, place, guests, and recruitment of performers and volunteers of the music festival. The first listening task is to grasp the main idea: “Listen carefully and answer the following question: What is the announcement about?” After playing the listening material once, the teacher invites students to answer the question, and the correct answer is “It is an announcement about a school music festival to be held next month.” The second listening task is to capture key details: “Listen again and fill in the blanks with the information you hear.” The blanks include: The music festival will be held on the ______, the musical guests include Patty Williams, the Beijing Chinese Traditional Music Band, and ______, anyone with musical talent can ______, and volunteers can ______ or run food stands. The teacher plays the listening material twice, and students complete the blanks independently. After that, the teacher checks the answers with the whole class, focusing on explaining the key information that is easy to miss, such as “school sports field”, “Grace Davis”, “try out”, “sell tickets”. For the parts that students find difficult to hear, the teacher can play the corresponding segments repeatedly, guide students to distinguish the pronunciation and grasp the key words. The third listening task for Listening 2 is to understand the purpose and tone of the announcement: “Listen for the third time and think about two questions: 1. What is the purpose of the announcement? 2. What is the tone of the speaker?” After listening, students discuss in groups for 2 minutes, and then each group sends a representative to share their opinions. The teacher summarizes: “The purpose of the announcement is to inform students of the music festival and encourage them to participate as performers or volunteers. The tone of the speaker is friendly and enthusiastic.” This task helps students improve their ability to understand the deep meaning of the listening material, not just the surface information. During the while-listening activities, the teacher pays attention to guiding students to use effective listening strategies, such as grasping key words (e.g., time, place, people, events), predicting the content according to the context, and ignoring unimportant information. For example, when listening to the announcement, students can focus on words like “next month”, “school sports field”, “guests”, “performers”, “volunteers” to quickly capture the key information. At the same time, the teacher reminds students to take simple notes while listening, such as writing down the key words and phrases, which helps them remember the information and complete the tasks better. Post-listening Activities The post-listening activities are designed to help students consolidate the listening content, deepen their understanding of the language knowledge, and transition from listening input to oral output. The activities are carried out in the form of group cooperation and individual practice, focusing on training students’ oral expression ability. First, Activity 1: Retell the listening content. The teacher divides students into groups of 4. Each group is responsible for retelling one part of the listening material: Group 1 retells the interviews about students’ music preferences (Listening 1), and Group 2 retells the announcement of the music festival (Listening 2). Students in each group discuss for 5 minutes, sort out the key information, and then select a representative to retell the content in their own words. When retelling, students are required to use the learned vocabulary and functional sentences as much as possible. After each group’s retelling, the teacher comments on their performance, affirm their advantages, and puts forward suggestions for improvement. For example, if a student forgets to mention the reason why a student likes a certain type of music, the teacher can remind them: “You did a good job in retelling the main content. If you can add the reason why the student likes classical music, it will be better.” Activity 2: Role-play. This activity is designed to let students apply the learned functional sentences in real communication scenarios. The teacher designs two situational tasks for students to choose from. Situation 1: Interview about music preferences. Two students work in a pair, one as a reporter and the other as an interviewee. The reporter asks the interviewee about their music preferences, such as “What kind of music do you like best?” “Why do you like it?” “Do you have a favorite singer or band?” The interviewee answers the questions using the functional sentences for expressing preferences. After practicing in pairs, the teacher invites 2-3 pairs to perform in front of the whole class, and then comments on their performance, focusing on whether they use the functional sentences correctly and whether their expression is fluent. Situation 2: Plan a class music party. Students work in groups of 5-6. They need to discuss and plan a small music party for the class, including the theme of the party, the music types to be played, the performers, and the division of labor (such as hosts, performers, volunteers). During the discussion, students are required to use the functional sentences for making suggestions, such as “Why not choose pop music as the main music type? Most students like it.” “I suggest that we invite students with musical talent to perform.” “We could ask our teacher to be the host.” After the discussion, each group sends a representative to introduce their plan to the whole class. The teacher evaluates each group’s plan from the aspects of rationality, creativity, and the use of English expressions, and encourages students to put forward suggestions for other groups’ plans. Activity 3: Language consolidation. The teacher designs some exercises to help students consolidate the key vocabulary and sentences learned in this lesson. The first exercise is filling in the blanks with the correct words or phrases: 1. She has a ______ for music and can play the piano very well. 2. We are ______ a choir to sing at the school music festival. 3. If you want to be a volunteer, please ______ your teacher. 4. I ______ classical music because it is elegant. The second exercise is rewriting sentences using the given functional sentences: 1. I like pop music because it is lively. (use “prefer...because...”) 2. Let’s hold a music party. (use “Why not...?”) Students complete the exercises independently, and then the teacher checks the answers with the whole class, explaining the wrong answers in detail. Summary and Extension First, the teacher summarizes the content of this lesson with the students: “Today, we have learned the Listening and Speaking part of Unit 5 Music. We have mastered some core vocabulary and functional sentences related to music and music festivals, and we can use them to talk about our music preferences and make suggestions. We have also listened to interviews and an announcement, and practiced retelling and role-playing. I hope everyone can apply what we have learned today to our daily life.” Then, the teacher arranges the extension activities to help students extend their knowledge and improve their comprehensive language ability. The extension activities include two parts: after-class practice and cultural exploration. After-class practice: 1. Listen to the listening materials again after class, and try to retell the content in your own words. 2. Work with a partner to complete a dialogue about planning a music festival, using the functional sentences learned today. 3. Collect information about your favorite music type or singer, and prepare a short speech (about 1 minute) to introduce it in the next class. Cultural exploration: The teacher guides students to understand the diversity of music cultures at home and abroad. For example, the teacher introduces that folk music in different countries has its own characteristics: Chinese folk music is closely related to people’s life and reflects the customs and traditions of different regions; British folk songs are simple and beautiful, and often tell stories about love and life; African folk music is full of passion and has a strong sense of rhythm. The teacher encourages students to listen to folk music from different countries after class, feel the differences and charm of different music cultures, and cultivate their cross-cultural awareness. Finally, the teacher ends the lesson with a positive sentence: “Music is a beautiful language that can bring us happiness and strength. I hope you can keep loving music and keep improving your English through learning and practicing. See you next class!” Blackboard Design Unit 5 Music - Listening and Speaking 1. Core Vocabulary Music types: pop music, classical music, folk music, rock music, traditional Chinese music Key words: talent, performer, choir, volunteer, festival Phrases: try out, put together, help out, get in touch with, hold a music festival 2. Functional Sentences Expressing preferences: - I like/love/prefer... because... - My favorite music type is... - I enjoy listening to... when I am free. Making suggestions: - Why not...? - How about...? - I suggest that we... - We could... 3. Listening Focus - Interviews: music preferences + reasons - Announcement: time, place, guests, performers, volunteers 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $