Unit 2 The Universal Language-Extended 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-Extended reading 教学目标和重难点 1. 教学目标 It focuses on language competence (mastering key words and discourse logic), cultural awareness (understanding cross-cultural music integration), thinking quality (developing critical analysis), and learning ability (cultivating autonomous reading and cooperative inquiry skills). 2. 教学重难点 Key: Grasping the main idea and structure of the extended reading text, and understanding the connection between music and universal communication. Difficulty: Analyzing the cultural connotation behind music and expressing views in English logically. 教学过程 Step 1: Lead-in (Warm-up & Activation) The teacher starts the class by playing a 2-minute excerpt of "Butterfly Lovers" violin concerto and a short piece of American country music. After the music, the teacher asks the students two questions: “What feelings do you get from the two pieces of music? Even if you don’t understand the specific background, can you feel the emotions conveyed by the music?” Then, the teacher invites 2-3 students to share their views freely. After that, the teacher summarizes: “Music is a special language that transcends national borders and cultural differences. It can convey emotions and stories without words, which is exactly the core of our unit theme ‘The Universal Language’. Today, we will learn the extended reading text to explore more about how music connects different cultures and becomes a universal communication tool.” Design Intention: The lead-in links the extended reading with the unit theme and the students’ existing knowledge. By playing familiar music, it can quickly arouse students’ interest and emotional resonance, activate their prior experience about music and cross-cultural communication, and lay an emotional and cognitive foundation for the subsequent reading. At the same time, it naturally leads to the topic of the extended reading, helping students form a clear connection between the unit theme and the reading content. Step 2: Pre-reading (Vocabulary & Background Preview) First, the teacher presents 8-10 key words and phrases in the extended reading text on the screen, including both new words and key phrases related to the theme, such as “convey”, “emotional resonance”, “cross-cultural communication”, “integrate”, “folk music”, “melody”, “rhythm” and “cultural connotation”. For each word and phrase, the teacher provides simple and easy-to-understand English explanations and example sentences closely related to the text. For example, for “convey”, the teacher says: “Convey means to express or pass on feelings, ideas, or information. In the text, it will be used to describe how music conveys emotions and cultural meanings.” Then, the teacher organizes students to do a quick matching exercise: match the words with their corresponding explanations, and check the answers together to ensure that students master the basic meaning and usage of these words, so as to remove the vocabulary obstacles in reading. Next, the teacher briefly introduces the background of the extended reading text: “The extended reading text we will learn today mainly talks about the characteristics of several world-famous musical works, analyzes how they integrate different cultural elements, and explains why music can become a universal language. It involves the integration of Eastern and Western music, as well as the cultural connotation behind different musical styles. This will help us have a deeper understanding of the diversity of culture and the universality of music.” Design Intention: Vocabulary is the foundation of reading comprehension. Previewing key words and phrases before reading can help students avoid being hindered by unknown words during reading, improve reading speed and comprehension. The background introduction is concise and targeted, which helps students build a preliminary cognitive framework for the text, understand the context and theme of the text in advance, and reduce the difficulty of reading. At the same time, it guides students to focus on the core content of the text——the connection between music, culture and universal communication. Step 3: While-reading (Layered Reading & Comprehension) This step is divided into three layers: skimming, scanning and intensive reading, to help students understand the text from shallow to deep, and gradually grasp the main idea, structure and key details of the text. First, Skimming: The teacher asks students to read the text quickly (skimming) and answer two questions: 1. What is the main idea of the text? 2. How many parts can the text be divided into, and what is the main content of each part? After students finish reading, they are invited to share their answers. The teacher summarizes and sorts out: The main idea of the text is to explore the reasons why music is a universal language by introducing different musical works and their cultural integration. The text can be divided into three parts: the first part (Paragraph 1) puts forward the view that music is a universal language; the second part (Paragraphs 2-4) takes specific musical works as examples to illustrate how music integrates different cultural elements and conveys emotions; the third part (Paragraph 5) summarizes the significance of music as a universal language for cross-cultural communication. Design Intention: Skimming is a basic reading strategy that helps students quickly grasp the main idea and overall structure of the text, cultivate their ability to extract key information from the whole text, and avoid getting lost in details. By answering simple and direct questions, it can test students’ skimming effect and guide them to form an overall understanding of the text. Second, Scanning: The teacher asks students to read the text again (scanning) and complete a detailed information form. The form includes the following columns: Musical Works, Cultural Elements Integrated, Emotions Conveyed, and Significance. Students need to find relevant information from the text and fill in the form carefully. During the process, the teacher walks around the classroom to guide students who have difficulties, reminds them to pay attention to key sentences and signal words (such as “for example”, “however”, “in addition”), and helps them improve the efficiency of finding information. After students finish filling in the form, the teacher invites a student to present the form on the blackboard, and other students supplement and correct it. Then, the teacher comments on the students’ performance, emphasizes the key details of the text, and helps students clarify the connection between each musical work and the theme of the text. Design Intention: Scanning is a strategy to find specific information quickly. By completing the information form, it can guide students to pay attention to the key details of the text, deepen their understanding of the content of the text, and cultivate their ability to extract and sort out specific information. At the same time, the form can help students sort out the logical relationship of the text, make the scattered information systematic, and lay a foundation for the subsequent intensive reading and analysis. Third, Intensive Reading: The teacher guides students to read the key paragraphs and sentences of the text intensively, and conducts in-depth analysis and discussion to help students understand the connotation of the text and the author’s intention. The key points of intensive reading are as follows: 1. The first paragraph: Analyze the sentence “Music is the universal language that connects people from all over the world, regardless of their nationality, race or language.” Ask students: “Why does the author say music is a universal language? What characteristics of music make it have this function?” Guide students to think and discuss, and summarize that music can convey emotions and ideas that are common to all human beings, which transcends the limitations of language and culture. 2. Paragraphs 2-4: Take each musical work as an example, analyze how the work integrates different cultural elements, and how these elements help the work convey emotions and be accepted by people all over the world. For example, when analyzing the integration of Eastern and Western music in a certain work, ask students: “What Eastern cultural elements are contained in this work? What Western cultural elements are there? How do these two kinds of elements integrate harmoniously? What impact does this integration have on the spread of the work?” 3. The fifth paragraph: Analyze the sentence “Music not only brings people joy and comfort, but also promotes mutual understanding and respect between different cultures.” Ask students: “What is the significance of music as a universal language in today’s world? How can we use music to promote cross-cultural communication?” During the discussion, the teacher encourages students to express their own views freely, guides them to use the key words and phrases learned in the pre-reading link, and corrects their incorrect expressions in time. For students’ unique views, the teacher gives affirmation and encouragement to cultivate their critical thinking ability. Design Intention: Intensive reading is the key link to deepen students’ understanding of the text. By analyzing key paragraphs and sentences, it can help students grasp the deep connotation of the text, understand the author’s writing intention, and cultivate their ability to analyze and interpret the text. The discussion link can stimulate students’ thinking, let them participate in the teaching actively, and at the same time improve their oral expression ability. Guiding students to connect the text content with real life can help them understand the practical significance of the theme, and lay a foundation for the subsequent expansion and application. Step 4: Post-reading (Consolidation & Expansion) This step includes three parts: text retelling, group discussion and language application, to help students consolidate the knowledge learned, apply it flexibly, and expand their thinking. First, Text Retelling: The teacher asks students to retell the main content of the text in their own words, with the help of the information form completed in the scanning link. The requirements are: clear logic, accurate use of key words and phrases, and fluent expression. The teacher first invites 1-2 students to retell the text in front of the whole class, then asks students to retell in pairs, and the teacher walks around to guide and correct. After the retelling, the teacher makes comments, affirms the advantages of the students, points out the problems existing in the retelling (such as unclear logic, incorrect use of words), and gives guidance on how to improve. Design Intention: Text retelling is an effective way to consolidate reading results. It can help students sort out the logical structure of the text again, deepen their memory of the key content, and at the same time improve their oral expression ability and the ability to use language flexibly. Pair retelling can let every student participate in the activity, avoid the situation that only a few students participate, and improve the participation of the whole class. Second, Group Discussion: The teacher divides students into groups of 4-5, and puts forward the discussion topic: “Combined with the text and your own experience, talk about a musical work that you think can be called a ‘universal language’, and explain the reasons (including its cultural elements, emotions conveyed, and the reasons why it can be accepted by people all over the world).” Before the discussion, the teacher reminds students to use the knowledge and expressions learned in the class, and appoints a recorder and a speaker in each group. During the discussion, the teacher walks around each group, listens to the students’ discussion, guides them to think in depth, and helps them solve the problems encountered in the discussion (such as how to express their views accurately, how to connect the content of the text with their own experience). After the discussion, each group sends a speaker to share the group’s views, and other groups can ask questions and supplement. The teacher makes a summary after the sharing, affirms the wonderful views of each group, and guides students to have a deeper understanding of the theme of “music as a universal language”. Design Intention: Group discussion can cultivate students’ cooperative learning ability and communication ability. The discussion topic is closely related to the text and the students’ real life, which can stimulate students’ interest in participation, let them apply the knowledge learned in the class to practice, and at the same time expand their thinking. By sharing and exchanging, students can learn from each other, enrich their understanding of music and culture, and further improve their cultural awareness and thinking quality. Third, Language Application: The teacher asks students to write a short passage (about 100 words) with the title “My View on Music as a Universal Language”. The requirements are: clear views, accurate use of key words and phrases learned in the class, and logical structure. Students complete the writing independently, and the teacher walks around to guide students who have difficulties in writing, such as how to put forward views, how to use examples to support views, and how to organize language. After students finish writing, the teacher collects some students’ works, reads them in front of the whole class, and makes comments, pointing out the advantages and shortcomings of the works, and gives guidance on how to improve. Then, students exchange their works in pairs, revise and improve each other. Design Intention: Writing is an important way to test students’ language application ability. Through writing, it can help students consolidate the key words, phrases and sentence patterns learned in the class, improve their written expression ability, and at the same time deepen their understanding of the theme. Pair revision can let students learn from each other’s strengths, find their own shortcomings, and improve their writing level. The teacher’s comments and guidance can help students correct their mistakes in time and master the skills of writing such passages. Step 5: Summary & Homework First, Summary: The teacher leads students to summarize the content of the class together. The summary includes three aspects: 1. The main idea and structure of the extended reading text; 2. The key words, phrases and sentence patterns learned; 3. The understanding of music as a universal language and its significance. The teacher emphasizes that music is not only a form of art, but also an important tool for cross-cultural communication. It can help us understand different cultures, promote mutual respect and understanding, and cultivate students’ cross-cultural awareness and global vision. Design Intention: Summarizing the class content can help students sort out the knowledge learned in the class, form a systematic knowledge framework, and deepen their memory and understanding of the knowledge. At the same time, it can further emphasize the theme of the class, guide students to reflect on the content of the class, and achieve the teaching goal of cultivating core literacy. Second, Homework: 1. Review the extended reading text, recite the key words, phrases and key sentences; 2. Revise the short passage written in the class and improve it according to the teacher’s comments; 3. After class, find a musical work that integrates cross-cultural elements, listen to it carefully, and write a short listening report (about 150 words), introducing the work’s cultural elements, emotions conveyed and your own feelings; 4. Preview the next part of the unit and finish the relevant preview tasks. Design Intention: Homework is an extension of classroom teaching. It can help students consolidate the knowledge learned in the class, deepen their understanding of the theme, and cultivate their autonomous learning ability. The homework is hierarchical and targeted: reciting helps consolidate the basic knowledge; revising the passage helps improve the written expression ability; finding musical works and writing listening reports helps connect classroom learning with real life, expand students’ vision, and further cultivate their cultural awareness and learning ability; previewing helps students lay a foundation for the next class. 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 $