Unit 2 The Universal Language-Welcome to the unit 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-Welcome to the unit 教学目标和重难点 1. 教学目标 It focuses on language competence, cultivating students’ ability to use music-related words and express views in English. It develops cultural awareness to respect diverse musical cultures, shapes thinking quality through discussion, and improves learning ability via independent and cooperative exploration. 2. 教学重难点 Key points: Master core words like rhythm and melody, and use simple English to describe music types and feelings. Difficult points: Understand music as a universal language and express personal views on cross-cultural musical communication logically. 教学过程 Step 1: Lead-in — Awaken Interest and Introduce the Theme The teacher starts the class by playing two short music clips without any language explanation: one is the erhu solo of Butterfly Lovers, and the other is the country music Take Me Home, Country Roads. After playing, the teacher asks students two questions in English: “How do you feel after listening to these two pieces of music? Do you need to understand the lyrics or the language of the performer to feel the emotions in the music?” After giving students 2 minutes to think and discuss in pairs, the teacher invites 3-4 students to share their views. Some students may say they feel sad and moved when listening to Butterfly Lovers, while others may feel warm and nostalgic when listening to the country music. Then the teacher summarizes: “These two pieces of music come from different countries and use different instruments, but they can convey emotions to us. This is the magic of music — it is a universal language that transcends borders and languages.” Then the teacher writes the unit title “The Universal Language” on the blackboard and leads students to read it twice, officially introducing the theme of this unit. Design Intention: Music is closely related to the theme of this unit and is easy to arouse students’ emotional resonance. By playing music clips from different cultural backgrounds, students can intuitively feel that music can convey emotions without language barriers, which naturally leads to the theme of “universal language”. The pair discussion activity not only mobilizes students’ enthusiasm but also lays a foundation for their oral expression in the following links. Step 2: Vocabulary Preview — Lay a Foundation for Communication The teacher presents 8 core words and phrases related to music and the theme on the multimedia courseware: universal, rhythm, melody, emotion, convey, erhu, piano, country music. For each word and phrase, the teacher first pronounces it clearly twice, and then explains it in simple English combined with the music clips just played. For example, when explaining “melody”, the teacher says: “Melody is the main tune of a piece of music. You can hear a beautiful melody in both Butterfly Lovers and Take Me Home, Country Roads.” When explaining “convey”, the teacher connects it with the feeling of music: “Music can convey our happiness, sadness and other emotions to others, just like the two pieces we listened to just now.” After explaining all the words and phrases, the teacher organizes a “quick response” game. The teacher says the Chinese meaning or makes relevant gestures, and students quickly stand up and say the corresponding English words or phrases. Those who respond correctly will get verbal praise. Then the teacher asks students to make simple sentences with 3 of the words or phrases in pairs, such as “Music is a universal language that can convey emotions.” After 3 minutes, the teacher invites several groups to share their sentences and corrects minor mistakes in grammar or expression. Design Intention: Vocabulary is the basis of language communication. Previewing core vocabulary before formal discussion can help students avoid language barriers when expressing their views later. Explaining vocabulary combined with music clips makes the abstract words more specific and easy for students to understand and remember. The quick response game and sentence-making activity not only consolidate students’ memory of vocabulary but also improve their ability to use vocabulary flexibly, laying a solid foundation for the following teaching links. Step 3: Discussion and Exploration — Deepen the Understanding of the Theme This step is divided into three sub-activities to guide students to explore the theme of “the universal language” from different angles, and gradually deepen their understanding. Sub-activity 1: Brainstorming — What Can Be a Universal Language? The teacher writes “Universal Language” on the blackboard and asks students to brainstorm: “Besides music, what else can be a universal language in our life?” The teacher gives a hint: “Think about the things that people from different countries can understand without language communication.” Students are allowed to discuss freely in groups of 4 for 5 minutes. During the discussion, the teacher walks around the classroom, listens to the students’ discussions, and gives appropriate guidance to groups that have no ideas. For example, the teacher can remind students: “What do you do when you meet a foreigner and want to greet him?” After the discussion, each group sends a representative to share their opinions. Common answers may include body language, facial expressions, art, sports, etc. The teacher writes these answers on the blackboard and comments on each one. For example, when a group mentions body language, the teacher says: “Very good! A smile, a wave, these body languages can be understood by people all over the world. They are also a kind of universal language.” When a group mentions art, the teacher connects it with the unit theme: “Art, like music, can convey emotions and cultural connotations, and it is also a bridge between different cultures.” Design Intention: Brainstorming can stimulate students’ thinking and let them expand their horizons beyond music to understand the connotation of “universal language”. Group discussion allows students to exchange ideas with each other, learn from each other, and improve their cooperative learning ability. The teacher’s guidance and comments can help students sort out their ideas and deepen their understanding of the concept of “universal language”. Sub-activity 2: Picture Analysis — Understand the Universality of Music The teacher shows four pictures on the multimedia courseware: Picture 1: A group of people from different countries listening to music together and smiling; Picture 2: A musician playing the piano in an international concert; Picture 3: Students from different countries singing a song together; Picture 4: An old man listening to erhu music with a moved expression. The teacher asks students to look at the pictures carefully and discuss the following questions in groups: 1. What do the people in the pictures have in common? 2. How does music connect them? 3. What can we learn from these pictures about the universality of music? Each group is assigned one picture to focus on, and after 4 minutes of discussion, the groups take turns to share their analysis results. For example, the group focusing on Picture 1 may say: “The people in the picture are from different countries, but they are all enjoying music. Music makes them feel happy and connects them together.” The teacher then summarizes: “From these pictures, we can see that music can cross national borders, ethnic groups and languages, and bring people together. It can convey the same emotions to people all over the world, which is the universality of music.” Design Intention: Pictures are intuitive and vivid, which can help students better understand the universality of music. Assigning each group a picture to focus on can ensure that every student participates in the discussion and avoids the situation where some students are lazy. The discussion questions are designed from shallow to deep, guiding students to think actively and deepen their understanding of the theme that “music is a universal language”. Sub-activity 3: Opinion Exchange — My View on the Universal Language The teacher asks students to think about the following question independently first: “Why is music regarded as the most important universal language? Do you agree that music can solve the communication barriers between different cultures? Why or why not?” After 3 minutes of independent thinking, students are allowed to exchange their views freely in the class. The teacher encourages students to express their own opinions boldly, even if their views are different from others. During the exchange, the teacher pays attention to students’ oral expression, corrects inappropriate expressions in time, and guides students to express their views logically. For example, if a student says: “I agree, because music can make people feel happy or sad, no matter where they are from.” The teacher can ask: “Can you give an example to support your view?” If a student says: “I don’t completely agree, because some music has strong cultural characteristics, and people from other cultures may not understand its connotation.” The teacher can affirm: “Your view is very unique. It is true that some music is closely related to its own culture, but even if we don’t understand its cultural background, we can still feel the emotions it conveys. That’s the magic of music.” After the exchange, the teacher makes a summary: “Music is a universal language, not because it can replace verbal language, but because it can convey emotions and feelings that are common to all human beings. It can bridge the gap between different cultures and promote mutual understanding and respect between people. This is also the significance of our learning this unit.” Design Intention: Independent thinking can help students form their own views, while free exchange can let students learn from each other’s opinions and improve their critical thinking ability. Encouraging students to express different views can cultivate their independent personality and make the class atmosphere more active. The teacher’s guidance and summary can help students sort out their ideas and deepen their understanding of the theme. Step 4: Consolidation and Extension — Apply What You Have Learned This step is designed to help students consolidate the knowledge and skills learned in this class and extend it to real life, so as to achieve the goal of applying what they have learned. Activity 1: Describe Your Favorite Music The teacher asks students to write a short paragraph (50-80 words) to describe their favorite piece of music in English. The requirements are: 1. Use at least 3 of the core words and phrases learned in this class; 2. Describe the melody, emotion or the feeling it brings to you; 3. Explain why you think it can be a part of the universal language. Students are given 8 minutes to finish writing. During this period, the teacher walks around the classroom, provides help to students who have difficulties in writing, such as reminding them of vocabulary or sentence patterns. After writing, the teacher invites 5-6 students to read their paragraphs aloud, and then comments on them. The comments focus on three aspects: vocabulary use, sentence fluency and theme expression. For students who write well, the teacher gives affirmation and praise; for students who have mistakes, the teacher corrects them patiently and encourages them to improve. For example, if a student writes: “My favorite music is Butterfly Lovers. It has a beautiful melody and conveys sad emotions. It is a universal language because people all over the world can feel its beauty.” The teacher can praise: “Your writing is very good! You used the words ‘melody’, ‘convey’ and ‘universal language’ correctly, and your expression is fluent. Well done!” Design Intention: Writing practice can consolidate students’ vocabulary and sentence patterns, and improve their written expression ability. The requirements of the writing task are closely combined with the content of this class, which can ensure that students apply what they have learned. The teacher’s comments and guidance can help students find their own shortcomings and improve their writing level. Activity 2: Group Task — Design a “Universal Music Sharing Meeting” The teacher divides students into groups of 4-5 and assigns a group task: “Suppose we are going to hold a ‘Universal Music Sharing Meeting’ in our school, and we will invite students from foreign schools to participate. Please design a simple plan for the sharing meeting in English. The plan should include: 1. The theme of the sharing meeting; 2. The types of music to be shared (at least 3 types from different countries); 3. How to let foreign students understand the cultural connotation of the music we share.” Students are given 10 minutes to discuss and design the plan. During the discussion, the teacher guides students to combine the knowledge learned in this class, such as suggesting that they can introduce the background of music briefly to help foreign students understand. After the discussion, each group sends a representative to present their plan in English. The presentation time of each group is 2-3 minutes. After all groups finish the presentation, the teacher comments on each plan, focusing on the rationality of the plan, the fluency of oral expression and the understanding of the theme. For example, if a group designs a sharing meeting with the theme “Music Connects the World”, and plans to share Chinese erhu music, American country music and Japanese pop music, and proposes to introduce the cultural background of each music before playing it, the teacher can praise: “Your plan is very creative and reasonable! The theme is closely related to our unit, and the types of music are diverse. Introducing the cultural background can help foreign students better understand the music, which reflects your understanding of the universality of music.” Design Intention: Group task can improve students’ cooperative learning ability and practical application ability. Designing a music sharing meeting plan allows students to apply the knowledge and views learned in this class to real life, and deepen their understanding of the theme that “music is a universal language”. Oral presentation can also improve students’ oral expression ability and confidence. Step 5: Summary and Homework — Consolidate and Extend First, the teacher makes a summary of the whole class in English: “Today, we have learned about the theme of ‘The Universal Language’. We know that music is an important universal language that can cross borders and convey emotions. We have also learned some core words and phrases related to music, and discussed the universality of music through various activities. I hope you can realize that music is a bridge between different cultures, and we should respect and appreciate diverse musical cultures.” Then, the teacher assigns homework: 1. Recite the 8 core words and phrases learned in this class, and write 5 sentences with them; 2. Find a piece of foreign music, listen to it carefully, and write a short listening report (80-100 words) to describe its melody, emotion and your understanding of it; 3. Discuss with your family or friends about “what is the universal language in their eyes” and take notes of their views, which will be shared in the next class. Design Intention: The class summary helps students sort out the knowledge and content learned in this class and deepen their memory. The homework is designed to consolidate the knowledge learned in class, extend it to after-class life, and lay a foundation for the next class. The listening report and discussion task can also stimulate students’ interest in learning 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 $