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

Unit 5 Music-Listening and Talking 内容导航 This section focuses on the topic of planning a school music festival. It includes a listening text of a school broadcast notice, guiding students to capture key information such as guests, requirements for performers and volunteers, and the purpose of the festival, then practice oral communication related to participating in and organizing the music festival. 教学目标和重难点 1. 教学目标 Language Ability: Master core words and phrases like “talent, choir, volunteer, raise money” and functional expressions for organizing activities, improving listening comprehension and oral expression skills. Cultural Awareness: Understand the cultural connotation of music festivals, recognize music as a bridge connecting people, and cultivate respect for diverse music cultures. Thinking Quality: Develop the ability to analyze and sort out listening information, and train logical thinking through discussing music festival plans. Learning Ability: Master listening strategies such as capturing key information, and form the habit of active cooperation and interactive communication in learning. 2. 教学重难点 Key Points: Understand the main idea and key details of the listening text about the school music festival; master the usage of core vocabulary and phrases related to music activities; be able to talk about personal willingness to participate in the music festival and express opinions on organizing activities. Difficult Points: Accurately capture specific information (such as guest information, volunteer responsibilities) in the listening text; flexibly use functional expressions to communicate smoothly about music festival planning and participation intentions in oral practice. 教学过程 Step 1: Lead-in (Warm-up and Activation) The lead-in aims to arouse students’ interest in the topic of music festivals, activate their existing knowledge related to music and music activities, and lay a foundation for the subsequent listening and speaking tasks. First, the teacher greets students in English and starts with a casual discussion about music: “Good morning, everyone. As we all know, music is an important part of our life. It can bring us joy, comfort and strength. Do you like music? What kind of music do you usually listen to?” Guide students to answer freely, such as pop music, classical music, folk music, etc. Then, the teacher shows some pictures or short videos of different music festivals (including school music festivals, folk music festivals and international music festivals) on the screen, and asks: “Have you ever been to a music festival? What do people usually do in a music festival?” After students share their experiences and opinions, the teacher summarizes: “Music festivals are wonderful occasions where people gather together to enjoy music, show their talents and communicate with each other. Today, we will learn about a school music festival and discuss how to participate in and organize it. Let’s start our lesson with listening.” At the same time, the teacher writes the key topic “Plan a Music Festival” on the blackboard, and presents some core vocabulary related to the lesson, such as “music festival, performer, volunteer, choir, talent”, and guides students to read them correctly, briefly explaining their basic meanings to help students eliminate language barriers in listening. Step 2: Pre-listening (Preparation and Prediction) Before listening, adequate preparation can help students better grasp the listening content and improve their listening efficiency. First, the teacher introduces the background of the listening text: “Today, we will listen to a school broadcast notice. The school is going to hold a music festival next month, and the notice will tell us all the important information about it. Let’s first predict what we may hear in the notice.” Then, the teacher designs guiding questions to help students make predictions: “What information do you think a notice about a music festival will include? For example, when and where will it be held? Who will be the guests? Do they need performers or volunteers?” Students discuss in pairs for a few minutes, then share their predictions. The teacher writes down the key prediction points on the blackboard, such as time, place, guests, performers, volunteers, purpose, etc. Next, the teacher reviews and expands the core vocabulary and phrases again, combining with the listening context: “We may hear some useful words in the listening, such as ‘hold a music festival’ (hold a music festival), ‘try out’ (participate in the audition), ‘put together a choir’ (set up a choir), ‘help out’ (help), ‘raise money’ (raise funds), ‘charity’ (charity). Let’s practice these phrases together and make simple sentences to familiarize ourselves with their usage.” For example, the teacher says: “If you have musical talent, you can try out for the music festival.” Guide students to follow and make similar sentences, which helps them better understand and recognize these phrases in the listening text. In addition, the teacher reminds students of listening strategies: “When listening, we should focus on capturing key information, such as time, place, people and events. Don’t worry if you can’t catch every word; the most important thing is to understand the main idea and the key details we predicted just now.” Step 3: While-listening (Comprehension and Practice) This link is the core of the listening part, which is divided into three times of listening, from overall understanding to detailed grasping, step by step, to help students deeply understand the listening content. The first listening: Focus on the main idea. The teacher plays the listening material once, and then asks students two simple questions to check their overall understanding: “What is the main content of this notice? Who is the notice for?” After students answer, the teacher confirms the answer: “The main content of the notice is that the school will hold a music festival next month, and it is aimed at all students.” At the same time, the teacher guides students to summarize the main idea in their own words, training their ability to generalize. The second listening: Focus on key details. Before playing the listening material again, the teacher distributes a listening task sheet, which includes the following questions and blanks, guiding students to capture specific information: 1. When will the music festival be held? 2. Where will it be held? 3. Who are the musical guests? 4. What can students with musical talent do? 5. What can students without musical talent do? 6. What will the money raised from the festival be used for? Then, the teacher plays the listening material again, and students fill in the blanks and answer the questions while listening. After listening, students check their answers in pairs, and then the teacher plays the listening material again, pausing at the key sentences to help students confirm the answers. For example, when the sentence “Next month, we will hold our music festival on the school sports field.” is played, the teacher pauses and asks students to find the time and place; when the sentence “Our musical guests include the famous singer Patty Williams, the Beijing Chinese Traditional Music Band, and our very own Grace Davis.” is played, the teacher guides students to write down the guests. For the key sentences that students may not understand, such as “We are also putting together a choir to sing with Patty Williams.” and “The money we raise from this festival will be given to charity.”, the teacher explains them briefly, helping students understand the meaning of the sentences. The third listening: Focus on language points and emotional experience. The teacher plays the listening material again, and asks students to pay attention to the intonation and emotion of the speaker, and underline the key phrases and sentences they heard. After listening, the teacher leads students to read the key sentences together, paying attention to the correct intonation and pronunciation, such as “Can I have your attention, please?” (polite and persuasive intonation), “This is a wonderful chance for you to sing with a music star.” (excited and encouraging intonation). At the same time, the teacher takes this opportunity to strengthen the memory and usage of key vocabulary and phrases, such as asking students to use “try out”, “help out”, “raise money” to make sentences combined with the listening content, deepening their understanding. After the three listenings, the teacher shows the listening transcript on the screen, and leads students to read the transcript together, paragraph by paragraph, correcting their pronunciation and intonation. For the difficult sentences in the transcript, such as the attributive clause “Those who don't have musical talent but who still want to help out can sell tickets or run one of our food stands.”, the teacher briefly explains the structure of the sentence, helping students understand the sentence structure and lay a foundation for subsequent oral expression. Step 4: Post-listening (Consolidation and Extension) The post-listening link is to help students consolidate the listening content, convert the listening input into oral output, and realize the connection between listening and speaking. This link is divided into two parts: information sorting and oral practice. First, information sorting. The teacher asks students to work in groups of four to sort out the key information of the listening text and fill in a form. The form includes the following items: Time, Place, Guests, Requirements for Performers, Requirements for Volunteers, Purpose of the Festival. Each group completes the form together, and then sends a representative to present the group’s results to the whole class. The teacher comments on the results, corrects the wrong information, and helps students sort out the information systematically, so that they can have a clear understanding of the content of the music festival notice. Then, oral practice. This part is divided into three levels, from simple dialogue to role-play, step by step, to improve students’ oral expression ability. Level 1: Simple dialogue practice. The teacher provides a dialogue template, and students practice in pairs. The template is as follows: Student A: Did you listen to the school broadcast notice? The school will hold a music festival next month. Student B: Yes, I did. It sounds wonderful! Do you know where it will be held? Student A: It will be held on the school sports field. The guests include Patty Williams, the Beijing Chinese Traditional Music Band and Grace Davis. Student B: Great! I have musical talent. Can I participate in it? Student A: Of course! You can try out. They also need a choir to sing with Patty Williams. Student B: That’s a good chance. Thank you for telling me. Students practice according to the template, and the teacher walks around to guide them, correcting their wrong expressions and pronunciation. After practicing for a few minutes, the teacher invites several pairs of students to perform the dialogue in front of the class, and gives positive comments and guidance. Level 2: Expanded dialogue practice. The teacher asks students to expand the dialogue on the basis of the template, adding their own ideas and opinions, such as talking about their own musical talents, their willingness to participate in the music festival (as performers or volunteers), and their suggestions for the music festival. For example, students can add: “I can play the guitar. I want to try out as a performer.” “I don’t have musical talent, but I can be a volunteer to sell tickets.” “I think we can invite more students to participate in the choir.” The teacher encourages students to use the key vocabulary and phrases they learned in the listening text, and guides them to express their ideas clearly and fluently. Level 3: Role-play. The teacher divides students into groups of three, and assigns roles to each group: the host of the music festival, a student who wants to be a performer, and a student who wants to be a volunteer. The groups need to design a short role-play according to the listening content, including the host introducing the music festival information, the student asking about the requirements for performers/volunteers, and the host answering the questions. Each group prepares for 5 minutes, then performs in front of the class. The teacher evaluates each group’s performance from the aspects of language accuracy, fluency, role interpretation and content completeness, and gives positive feedback and suggestions. For example, if a group uses the phrase “put together a choir” correctly, the teacher should praise them; if a student has difficulty expressing, the teacher should guide them to use the correct expression. Step 5: Summary and Extension First, the teacher summarizes the content of this lesson with the students: “Today, we listened to a school music festival notice, mastered the key information about the music festival, such as time, place, guests, performers and volunteers. We also learned some core vocabulary and phrases related to music activities, and practiced oral communication about participating in and organizing the music festival. I hope everyone can apply what we learned today to our daily life.” Then, the teacher makes an extension to connect the lesson content with real life: “Music festivals are not only held in schools, but also in our daily life. After class, you can find some information about international music festivals, such as WOMAD, and share it with your classmates in the next class. In addition, you can work in groups to design a simple plan for our class music festival, including the theme, time, place, performers, volunteers and activities, and we will discuss your plans in the next lesson.” This extension not only enriches students’ knowledge about music festivals, but also cultivates their ability to plan and organize activities, and lays a foundation for the subsequent learning of the unit. Finally, the teacher assigns after-class tasks: 1. Listen to the listening material again and read the transcript fluently. 2. Memorize the core vocabulary and phrases learned in this lesson, and make 5 sentences with them. 3. Work in groups to design a simple class music festival plan, and prepare to share it in the next class. Step 6: Evaluation and Feedback Evaluation runs through the whole teaching process, including formative evaluation and summative evaluation, to comprehensively understand students’ learning situation and provide targeted guidance. Formative evaluation is mainly carried out in the teaching process: in the lead-in and pre-listening links, the teacher observes students’ participation and enthusiasm, and evaluates their existing knowledge reserve; in the while-listening link, the teacher checks students’ listening task sheets, evaluates their ability to capture key information; in the post-listening oral practice link, the teacher observes students’ performance in dialogue and role-play, evaluates their oral expression ability, including language accuracy, fluency and appropriateness. For students who perform well, the teacher gives positive praise, such as “You did a good job! Your dialogue is fluent and accurate.” For students who have difficulties, the teacher gives patient guidance, such as “Don’t worry, you can use the phrase ‘try out’ to express your willingness to participate in the audition.” Summative evaluation is carried out after class: the teacher checks students’ after-class tasks, including their mastery of vocabulary and sentences, and the completeness and rationality of the music festival plan. For students who have problems, the teacher communicates with them individually, understands their difficulties, and provides targeted help. At the same time, the teacher collects students’ feedback on this lesson, such as what they have learned, what difficulties they have, and suggestions for the lesson, so as to improve the teaching effect of the next lesson. In addition, the teacher guides students to carry out self-evaluation and peer evaluation: students evaluate their own performance in this lesson, such as whether they have mastered the listening strategies, whether they can use the key vocabulary and phrases flexibly, and whether they have actively participated in oral practice; students evaluate each other’s performance in group activities and role-play, pointing out each other’s advantages and deficiencies, so as to promote mutual learning and progress. Step 7: Blackboard Design The blackboard design is concise and clear, focusing on the key content of the lesson, helping students sort out the knowledge and consolidate the learning content. The blackboard is divided into three parts: Left part: Key Topic - Plan a Music Festival Middle part: Key Information of the Listening Text - Time: Next month - Place: School sports field - Guests: Patty Williams, Beijing Chinese Traditional Music Band, Grace Davis - Performers: Students with musical talent (try out, join the choir) - Volunteers: Sell tickets, run food stands - Purpose: Raise money for charity Right part: Core Vocabulary and Phrases - talent, choir, volunteer, charity - hold a music festival, try out, put together a choir, help out, raise money, get in touch with 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 $