Unit 5 Music Assessing Your Progress 教案-2025-2026学年高中英语人教版必修第二册

Language Competence: Master music-related vocabulary and usage, express personal experiences and opinions clearly in English.

Cultural Awareness: Understand the universal value of music, appreciate different musical cultures and improve aesthetic taste.

Thinking Quality: Develop logical and critical thinking in analyzing stories and discussing music’s influence.

Learning Ability: Form good learning habits through self-assessment, summary and reflection, and enhance autonomous learning.

Key Points:

Grasp core vocabulary and phrases about music and personal growth.

Understand the narrative story about music and personal experience, extract main information.

Use target language to talk about music’s influence and self-assess learning results.

Difficult Points:

Use vocabulary and sentence patterns correctly and flexibly in real situations.

Express personal feelings and thoughts about music logically and authentically.

Conduct comprehensive self-assessment and summarize learning gains effectively.

Step 1: Lead-in

Activity 1: Music Sharing Session

The teacher plays several short pieces of different music styles, such as classical music, pop music, folk music and rock music. After listening, the teacher asks students to share their feelings.

T: “Class, welcome back. Before we start today’s lesson, let’s enjoy some short pieces of music. Just close your eyes and feel them. Now, who can tell me what kind of music you just heard? And how did it make you feel?”

The teacher invites several students to answer freely. No matter what the students say, the teacher gives positive feedback to create a relaxed and friendly classroom atmosphere. This activity aims to activate students’ existing knowledge and life experience related to music, arouse their interest in the topic, and naturally lead to the theme of this class—reviewing and assessing learning progress about music.

T: “Wonderful! All of you have your own ideas about music. As we all know, music is an important part of our life. It can make us happy, calm us down when we are nervous, and even encourage us when we are in trouble. In this unit, we have learned a lot about music. Today, we will review what we have learned and assess our progress. Let’s start our journey.”

Activity 2: Unit Knowledge Quick Review

The teacher guides students to briefly review the main content of the whole unit, including topic, key vocabulary, important sentence patterns and text themes.

T: “Now let’s have a quick review. What is the theme of our unit? Yes, it’s music. We have learned different kinds of music, famous musicians, and how music influences people’s life. Can you remember some words we learned? For example, words to describe music, words about musical instruments, and words about feelings.”

The teacher writes down the words students say on the blackboard to form a word bank. This helps students organize their knowledge system and lay a foundation for the following learning activities. The teacher emphasizes that this class will focus on using these words and sentences to understand stories, express ideas and assess learning effects.

Step 2: Pre-reading

Activity 1: Key Vocabulary Review and Consolidation

The teacher presents the key vocabulary and phrases in this section through pictures, English explanations or example sentences, and guides students to understand and memorize them in context.

First, the teacher shows words such as talented, perform, composition, nervous, satisfied, concentrate on, pay off, from then on. For each word, the teacher provides a clear English explanation and a related example sentence.

T: “Let’s learn some important words first. The first one is ‘talented’. If someone is talented, he or she has a natural ability to do something well. For example, ‘She is talented in music.’ Now read after me: talented.”

After explaining all the words, the teacher designs a small word-matching exercise. Students need to match the words with their correct meanings. After students finish, the teacher checks the answers and explains the words that students find difficult. This activity helps students consolidate vocabulary, clear obstacles in advance and prepare for smooth reading.

Activity 2: Prediction Before Reading

The teacher shows the title and pictures of the passage in Assessing Your Progress and asks students to predict what the passage will talk about.

T: “Look at the passage we are going to read. There is a picture about a girl playing the piano. Can you guess what the story is about? Who is the girl? What happened to her? Talk with your partner and share your predictions.”

Students discuss in pairs for a short time. Then the teacher invites several groups to share their ideas. This prediction activity stimulates students’ curiosity, activates their thinking, and makes them take the initiative to read and verify their predictions, which improves their reading initiative and efficiency.

Step 3: While-reading

Activity 1: Fast Reading for Main Idea

The teacher asks students to read the passage quickly and silently, and requires them to find the main idea of the passage and answer two simple questions.

T: “Now read the passage quickly by yourselves. Don’t worry about the new words. Just try to get the main idea. After reading, please answer two questions: 1. What is the girl’s story about? 2. How did she feel at first and finally?”

Students read independently. During this period, the teacher walks around the classroom to observe students’ reading situation and give help to those in need. After reading, the teacher invites students to answer the questions and summarizes the main idea of the passage: the passage tells a story about a girl who was not interested in piano at first, but through practice and performance, she gained confidence and a sense of achievement, and realized the importance of persistence.

Activity 2: Careful Reading for Detailed Information

The teacher asks students to read the passage carefully again and completes a detailed information chart or true/false questions to help students grasp specific details of the story.

True or False Questions:

The girl was very interested in the piano when she was six. (F)

Her teacher found she was not interested in the piano. (T)

She practiced the composition for an hour a day for two months. (T)

She was not nervous at all on the concert day. (F)

Her effort paid off and she felt satisfied. (T)

Students read carefully and finish the tasks. Then the teacher checks the answers one by one and asks students to point

out the corresponding sentences in the passage to support their answers. This trains students’ ability to obtain and process detailed information, deepens their understanding of the passage, and helps them master the usage of key words and sentences in context.

Activity 3: Sentence Analysis and Key Points Explanation

The teacher selects several important and complex sentences from the passage for detailed analysis, focusing on sentence structure, key phrases and grammatical usage.

For example:

“I never thought I was very talented at anything to do with music, but my parents wanted me to learn to play the piano at the age of six.”

The teacher explains the phrase be talented at (be good at), to do with (related to), and at the age of (when someone was... years old).

“In order to perform well, I practised the same composition for an hour a day for the next two months.”

The teacher explains in order to (to do something), and guides students to make their own sentences with this phrase.

“My hard work finally paid off.”

The teacher explains pay off (bring good results, be successful), and compares it with other meanings of “pay”.

The teacher combines explanation and practice. After analyzing each sentence, the teacher asks students to read the sentence aloud together and make new sentences to consolidate their mastery. This helps students break through language difficulties and improve their ability to analyze and use sentences.

Step 4: Post-reading

Activity 1: Story Retelling

The teacher divides students into groups of four and asks them to retell the girl’s story in their own words according to the key words and phrases on the blackboard.

T: “Now you have fully understood the story. Let’s work in groups. Use the key words on the blackboard to retell the story. Each group can choose one student to speak first, and others can add more details. Let’s see which group can retell the story most clearly and fluently.”

Students discuss and retell in groups. The teacher walks around to guide and encourage students who are shy to speak. After group preparation, the teacher invites several groups to share their retelling in front of the class and gives positive evaluation and suggestions. This activity not only consolidates students’ understanding of the passage, but also exercises their oral expression and logical organization ability.

Activity 2: Deep Thinking and Group Discussion

The teacher raises some deep-thinking questions related to the story and life, guiding students to think deeply and exchange ideas in groups.

T: “Let’s think more deeply. 1. Why did the girl change from not liking the piano to feeling satisfied? 2. What can we learn from her story? 3. Has music ever helped you or changed you? Talk with your group members.”

Students have a heated discussion in groups. The teacher encourages each student to express their own opinions, especially combining their own life experience. After the discussion, the teacher invites representatives from each group to share their group’s opinions. The teacher summarizes and guides students to understand the truth: persistence leads to success, and music can bring people growth and confidence. This activity cultivates students’ thinking quality, emotional attitude and values, and connects the text content with real life.

Activity 3: Personal Experience Sharing

The teacher asks students to share their own stories related to music, such as learning a musical instrument, liking a song, or being encouraged by music.