Unit 2 The Universal Language-Reading 教案-2025-2026学年高中英语译林版选择性必修第一册

Unit 2 The Universal Language-Reading 教学目标和重难点 1. 教学目标 It focuses on language competence, cultivating students’ ability to understand and express the theme of music as a universal language. It develops thinking quality, cultural awareness of Chinese and Western music cultures, and learning ability through independent and cooperative learning. 2. 教学重难点 Key: Grasp the main content of the two emails, master core vocabularies and sentence patterns. Difficulty: Understand the connection between music and culture, and use appropriate language to describe music and express feelings. 教学过程 Step 1: Pre-reading (Lead-in) The teacher starts the class by showing students pictures of different musical instruments (such as violin, erhu, guitar) and playing short clips of Butterfly Lovers (violin concerto) and Take Me Home, Country Roads (country music). After playing, the teacher asks two questions: “What musical instruments do you hear in the clips? How do these pieces of music make you feel?” Then, the teacher invites 2-3 students to share their answers in English. After that, the teacher introduces the topic: “Music is a universal language that crosses national borders. Today, we will read two emails from exchange students and explore how they understand different cultures through music.” Design Intention: This part uses audio-visual materials to stimulate students’ sensory experience, arouse their interest in the topic of music, and activate their existing knowledge and experience about music. Asking questions helps students focus on the theme and transition naturally to the reading text, laying a good foundation for the subsequent reading activities. At the same time, it provides opportunities for students to practice oral expression, subtly improving their language competence. Step 2: While-reading (Comprehension) Activity 1: Skimming for Main Idea The teacher asks students to read the two emails quickly (skimming) and complete the following tasks: ① Identify the sender, receiver and subject of each email. ② Summarize the main idea of each email in one sentence. After students finish reading, the teacher organizes a class discussion, invites several students to share their answers, and then summarizes and corrects them. The main ideas are: The first email is from Alice to Lucy, introducing her experience of watching a performance of Butterfly Lovers and her understanding of the music; The second email is from Harry to Stephen, talking about his experience of learning about country music in Nashville and its characteristics. Design Intention: Skimming is an important reading strategy that helps students quickly grasp the core content of the text. By identifying basic information such as sender and subject, students can better understand the genre characteristics of emails. Summarizing the main idea helps students sort out the logical framework of the text, cultivate their ability to generalize and improve their thinking quality. Activity 2: Scanning for Key Information The teacher divides students into two groups (Group A focuses on the first email, Group B focuses on the second email) and asks them to scan the text to find key information and fill in the following tables. Group A’s table includes: the composer of Butterfly Lovers, the musical elements it combines, the story line of the music. Group B’s table includes: the place where country music is popular, the typical instruments of country music, the representative singer and song mentioned. After the groups finish the task, each group selects a representative to present their results, and the teacher comments and supplements, helping students sort out the key information clearly. Design Intention: Scanning training helps students improve their ability to find specific information quickly, which is a necessary skill for efficient reading. Group cooperation not only improves students’ learning enthusiasm but also cultivates their cooperative learning ability. Filling in the table makes the key information more systematic and intuitive, helping students deepen their understanding of the text content and lay a foundation for in-depth reading. Activity 3: Close Reading for Details and Language Points The teacher guides students to read the text carefully, analyze the details and key language points, and solve the difficulties in understanding. For the first email, focus on the description of the music and the story: ① Analyze the sentence “When the two lovers, Liang Shanbo and Zhu Yingtai, first meet, the music is light and pleasant, as if whispering to the audience.” Ask students: “What rhetorical device is used here? What effect does it have?”② Explain the key phrases: “take sb. through”, “twists and turns”, “torn apart”, “overcome with sorrow”, and ask students to make sentences with these phrases to consolidate their understanding and application. For the second email, focus on the introduction of country music: ① Analyze the sentence “My host family are big fans of country music, so I can always rely on them to introduce me to some great songs.” Explain the phrase “rely on sb. to do sth.” and its usage. ② Introduce the background knowledge of Nashville (the capital of country music in the United States) and John Denver, helping students understand the cultural connotation behind the text. At the same time, guide students to pay attention to the colloquial expressions in the emails, such as “So glad to get your email.” and “I bet you’ll like it!”, and analyze the characteristics of email writing. Design Intention: Close reading is the key link to deepen students’ understanding of the text. By analyzing the details and rhetorical devices, students can appreciate the beauty of the language and improve their ability to appreciate and use the language. Explaining key vocabulary and sentence patterns helps students break through the language difficulties, consolidate their language knowledge, and improve their language competence. Introducing cultural background knowledge helps students understand the connection between music and culture, cultivate their cultural awareness, and realize the universality of music. Activity 4: Logical Analysis of the Text The teacher asks students to discuss in groups: ① What is the structure of each email? (Introduction - details - conclusion) ② What is the common theme of the two emails? (Music is a universal language that helps people understand different cultures) ③ How do the two authors express their feelings about music? (Alice expresses her appreciation and praise for Butterfly Lovers; Harry expresses his interest and love for country music) After the discussion, the teacher summarizes the logical structure of the text and the expression of feelings, helping students form a systematic understanding of the text. Design Intention: Analyzing the logical structure of the text helps students grasp the writing ideas of the author, improve their ability to analyze and sort out the text, and cultivate their logical thinking ability. Discussing the common theme of the two emails helps students rise from the specific content to the abstract theme, deepen their understanding of the topic “The Universal Language”, and improve their thinking quality. Step 3: Post-reading (Application and Extension) Activity 1: Language Practice The teacher designs two language practice tasks: ① Complete the sentences with the key phrases learned in the text (such as take sb. through, rely on, overcome with sorrow). ② Rewrite the key sentences in the text with other expressions, keeping the original meaning. For example, rewrite “It’s a piece that really deserves to be heard.” into “It’s a piece worth listening to.” After students finish the tasks, the teacher checks the answers and explains the common mistakes, helping students consolidate the learned language knowledge and improve their ability to use the language flexibly. Design Intention: Language practice is an important link to consolidate the learned knowledge. Through sentence completion and rewriting, students can flexibly apply the key vocabulary and sentence patterns, improve their language application ability, and lay a foundation for subsequent oral and written expression. Activity 2: Group Discussion and Sharing The teacher divides students into groups of 4-5 and asks them to discuss the following questions: ① What other musical works do you know that can reflect cultural characteristics? ② As a student, how can we use music to promote cultural exchange between China and foreign countries? Each group discusses for a period of time, and then each group selects a representative to share their views in English. The teacher listens carefully to the students’ sharing, gives positive comments and supplements, and guides students to realize the importance of music in cross-cultural communication. Design Intention: Group discussion provides students with more opportunities for oral expression, helps them practice their oral English in real communication, and improves their language competence. The discussion questions are closely related to the theme of the text and extend to real life, helping students combine the learned knowledge with practical life, cultivate their critical thinking ability and cultural awareness, and at the same time enhance their sense of responsibility for cultural exchange. Activity 3: Writing Practice The teacher asks students to write a short email (80-100 words) to their foreign pen pal, introducing a piece of Chinese music they like. The requirements are: ① Introduce the basic information of the music (such as name, composer, musical instruments). ② Describe the characteristics of the music or the story behind it. ③ Express their feelings about the music and its cultural connotation. The teacher provides some key words and sentence patterns for students to refer to, such as “I would like to introduce... to you”, “It combines... and... elements”, “It reflects... culture”. After students finish writing, the teacher collects some students’ works, reads them in class, and gives comments and suggestions on the content, language and structure of the email. Design Intention: Writing practice is an important way to test students’ comprehensive language ability. Combining the genre of emails learned in the text, students are asked to write an email introducing Chinese music, which not only consolidates the writing characteristics of emails but also helps students express their understanding of Chinese music culture in English, improves their written expression ability, and enhances their cultural confidence and cultural awareness. Providing key words and sentence patterns helps students break through the difficulties in writing and improve their writing enthusiasm. Activity 4: Summary and Reflection The teacher invites students to summarize what they have learned in this class, including the main content of the text, key vocabulary and sentence patterns, and their understanding of the theme “Music is a universal language”. Then, the teacher makes a final summary: This class takes two emails as the carrier, lets us understand the charm of Chinese and Western music, and realizes that music is a bridge for cross-cultural communication. It is hoped that students can pay more attention to music in daily life, learn about different cultures through music, and become messengers of cross-cultural exchange. Finally, the teacher asks students to reflect on their own performance in this class, find out their strengths and weaknesses, and put forward improvement suggestions for themselves. Design Intention: Summarizing the class content helps students sort out the knowledge learned in this class, form a systematic knowledge framework, and consolidate the learning effect. Reflection helps students realize their own problems, improve their learning ability, and cultivate their good learning habits. The teacher’s summary elevates the theme of the class, guides students to establish a correct cultural concept, and achieves the goal of cultivating core literacy. Step 4: Homework Arrangement 1. Revise the email written in class according to the teacher’s comments and polish the language and structure. 2. Collect information about one kind of foreign music, write a short introduction (50-60 words) in English, and share it in the next class. 3. Listen to the full version of Butterfly Lovers and Take Me Home, Country Roads, and write a short feeling (30-40 words) in English. Design Intention: Homework is an extension of classroom teaching. Revising the email helps students consolidate their writing ability and improve the quality of their works. Collecting information about foreign music and writing an introduction helps students expand their horizons, understand more foreign music cultures, and enhance their cultural awareness. Listening to the full version of the music and writing feelings helps students deepen their understanding of the music, combine audio experience with language expression, and improve their comprehensive language ability. 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 $