Unit 2 The Universal Language-Integrated skills 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-Integrated skills 教学目标和重难点 1. 教学目标 Language Ability: Master listening, speaking, reading and writing skills related to music. Cultural Awareness: Understand the universality of music and respect cultural diversity. Thinking Quality: Develop logical and critical thinking through analysis and discussion. Learning Ability: Cultivate autonomous and cooperative learning abilities. 2. 教学重难点 Key Points: Extract key information from listening materials; use target words and phrases to introduce music works. Difficult Points: Integrate listening and speaking skills to express opinions on music; understand the connection between music and culture. 教学过程 Step 1: Lead-in (Warm-up & Preview) The teacher starts the class by playing two short music clips: one is the erhu solo of Butterfly Lovers and the other is a country music piece Take Me Home, Country Roads. After playing, the teacher asks students two questions: “What musical instruments can you hear in each clip?” and “How do these two pieces of music make you feel?” Then, the teacher invites 2-3 students to share their answers. After that, the teacher writes the key words on the blackboard, such as “erhu”, “violin”, “country music”, “classical Chinese music”, and leads students to read these words aloud to review the vocabulary they have learned in the previous lessons. Finally, the teacher introduces the theme of this lesson: “Today we will improve our integrated skills through the topic of music, which is a universal language connecting people all over the world.” Design Intention: The music clips can quickly attract students’ attention and arouse their interest in the lesson, as music is closely related to students’ daily life. By asking simple questions, the teacher can activate students’ prior knowledge and help them review the relevant vocabulary, laying a solid foundation for the subsequent listening and speaking activities. Meanwhile, the introduction of the lesson theme can make students clear about the learning objectives of this class. Step 2: Listening Practice (Listening Comprehension & Information Extraction) This step is divided into three parts: pre-listening, while-listening and post-listening, aiming to help students improve their listening skills and extract key information accurately. Pre-listening The teacher shows students two posters on the screen, which are about a concert of Butterfly Lovers and a country music festival. The teacher asks students to look at the posters carefully and predict the possible content of the listening materials, such as the time, place, performers and main activities of the events. Then, the teacher presents the new words and phrases related to the listening materials, such as “concert”, “festival”, “performer”, “ticket price”, “book a ticket”, “perform live” and explains their meanings and usages with simple sentences. For example, “We can book a ticket online to watch the concert.” After that, the teacher leads students to read these new words and phrases several times to ensure they can pronounce them correctly. Design Intention: Pre-listening activities can help students reduce the difficulty of listening. Predicting the content of the listening materials can activate students’ thinking and make them more focused during the listening process. Learning new words and phrases in advance can help students avoid being distracted by unknown vocabulary while listening, thus improving their listening comprehension efficiency. While-listening The teacher plays the listening material twice. For the first time, students are asked to listen carefully and finish a true or false exercise to get a general understanding of the content. The exercises are as follows: 1. The concert of Butterfly Lovers will be held on Saturday evening. (T/F) 2. The country music festival will last for three days. (T/F) 3. Students can get free tickets for the concert. (T/F) After listening, the teacher checks the answers with students and explains the reasons for the wrong answers. For the second time, students are asked to listen again and fill in the blanks with the key information they hear. The blanks include the time, place, ticket price and main activities of the two events. For example: 1. The Butterfly Lovers concert will be held at the City Music Hall on ________ evening. 2. The country music festival will start on ________ and end on ________. 3. The ticket price for the concert is ________ yuan per person. During the listening process, the teacher can pause appropriately to give students time to write down the answers. After listening, the teacher invites students to share their answers and corrects the mistakes together. Design Intention: Listening twice with different tasks can help students gradually deepen their understanding of the listening materials. The first listening focuses on the general idea, which helps students establish an overall framework of the content. The second listening focuses on key details, which can train students’ ability to extract specific information. Pausing appropriately can help students keep up with the listening speed and improve the accuracy of their answers. Post-listening The teacher asks students to work in pairs to retell the content of the listening materials according to the information they have extracted. Each pair has 3 minutes to prepare, and then 2-3 pairs are invited to present their retelling in front of the class. The teacher gives comments on their performance, pointing out their strengths and areas for improvement, such as pronunciation, grammar and logicality. Then, the teacher summarizes the key points of the listening materials and emphasizes the important words and phrases again to help students consolidate what they have learned. Design Intention: Retelling the listening materials in pairs can not only help students review and consolidate the information they have heard, but also improve their oral expression ability. The teacher’s comments can help students find their own problems and make progress in oral English. Summarizing the key points can strengthen students’ memory of the listening content and the target language. Step 3: Speaking Practice (Oral Expression & Communication) Based on the listening materials, this step focuses on training students’ oral communication skills, enabling them to use the target language to express their opinions and communicate with others. Activity 1: Group Discussion The teacher divides students into groups of 4-5 and puts forward the discussion topic: “Which one do you prefer, the Butterfly Lovers concert or the country music festival? Why?” The teacher also provides some useful expressions to help students express their opinions, such as “I prefer... because...”, “In my opinion...”, “I think... is better because...”, “On the one hand..., on the other hand...”. Each group has 5 minutes to discuss, and during the discussion, the teacher walks around the classroom to guide students, help them solve the problems they meet in the communication process, such as how to use the target phrases correctly and how to express their ideas clearly. Design Intention: Group discussion can create a relaxed and active learning atmosphere, enabling students to dare to speak English and improve their oral communication ability. Providing useful expressions can help students overcome the difficulty of not knowing how to express their opinions, thus enhancing their confidence in speaking English. The teacher’s guidance can ensure that students use the target language correctly and effectively during the discussion. Activity 2: Role-play After the group discussion, the teacher asks students to do a role-play activity. The roles include a ticket seller and a student who wants to book a ticket for either the concert or the music festival. The teacher provides a sample dialogue to help students understand the requirements: Ticket Seller: Hello, can I help you? Student: Yes, I want to book a ticket for the Butterfly Lovers concert. Ticket Seller: Sure. When will you go to the concert? Student: On Saturday evening. How much is the ticket? Ticket Seller: It’s 80 yuan per person. Student: OK, I want to book one ticket. Ticket Seller: No problem. Please leave your name and phone number. Student: My name is Li Ming, and my phone number is 138XXXX1234. Ticket Seller: Thank you. Your ticket is booked successfully. Student: Thank you very much. Ticket Seller: You’re welcome. Each pair of students has 4 minutes to prepare their own dialogue, and then 3-4 pairs are invited to perform their dialogue in front of the class. The teacher evaluates their performance from the aspects of pronunciation, intonation, language accuracy and communication fluency, and gives positive feedback and suggestions for improvement. Design Intention: Role-play is a practical oral communication activity that can help students apply the target language to real-life situations. The sample dialogue can provide a model for students, making it easier for them to carry out the activity. Performing in front of the class can enhance students’ sense of participation and confidence, and the teacher’s evaluation can help students improve their oral expression skills continuously. Step 4: Reading Practice (Reading Comprehension & Information Integration) This step aims to help students improve their reading skills, such as skimming, scanning and information integration, and deepen their understanding of the theme “The Universal Language” through reading materials related to music. Pre-reading The teacher asks students a question: “Do you think music is a universal language? Why or why not?” Students are invited to share their opinions freely. Then, the teacher introduces the reading material: it is an article about how music connects people from different countries and cultures, introducing the characteristics of different types of music and their cultural connotations. The teacher also presents some new words and phrases in the article, such as “universality”, “cultural connotation”, “cross-cultural communication”, “emotional connection” and explains them with examples. Design Intention: Asking questions before reading can arouse students’ thinking about the theme and make them more interested in the reading material. Learning new words and phrases in advance can help students understand the article more smoothly and improve their reading efficiency. While-reading First, students are asked to skim the article quickly and find out the main idea of the article. After skimming, the teacher invites students to share their answers, and summarizes the main idea: Music is a universal language that can cross cultural boundaries and connect people from different countries by conveying emotions and cultural connotations. Then, students are asked to scan the article carefully and complete a table about the different types of music mentioned in the article, including the type of music, its origin, characteristics and cultural connotations. The table is as follows: Type of Music Origin Characteristics Cultural Connotations Classical Chinese Music Ancient China Soft, elegant, uses traditional instruments like erhu and guzheng Reflects the harmony between man and nature in Chinese culture Country Music The southern United States Simple, sincere, talks about daily life and emotions Reflects the life and values of rural Americans Classical Western Music Europe Complex, magnificent, uses instruments like piano and violin Reflects the pursuit of beauty and perfection in Western culture After completing the table, students are asked to discuss with their deskmates the similarities and differences between these types of music. The teacher walks around the classroom to guide students and help them sort out their ideas. Design Intention: Skimming can train students’ ability to grasp the main idea of the article quickly, while scanning can help students extract specific information accurately. Completing the table can help students sort out the information in the article systematically and deepen their understanding of different types of music. Discussing with deskmates can stimulate students’ thinking and help them find the similarities and differences between different cultures reflected by music. Post-reading The teacher asks students to answer the following questions based on the reading material: 1. What makes music a universal language? 2. How does music help with cross-cultural communication? 3. What can we learn from different types of music? Students are invited to answer these questions one by one, and the teacher supplements and explains their answers. Then, the teacher asks students to write a short paragraph (about 50 words) to express their understanding of “music as a universal language” based on the reading material and their own experience. After writing, students exchange their paragraphs with their deskmates and give comments on each other’s work. Finally, the teacher invites 2-3 students to share their paragraphs and gives comments. Design Intention: Answering questions can help students deepen their understanding of the reading material and the theme of the lesson. Writing a short paragraph can train students’ writing ability and enable them to apply the knowledge they have learned to practice. Exchanging and commenting on each other’s paragraphs can help students learn from each other and improve their writing skills. Step 5: Writing Practice (Writing Application & Comprehensive Improvement) This step aims to integrate the listening, speaking and reading skills learned in this lesson and train students’ writing ability, enabling them to write a short passage about introducing a music piece they like. Task Introduction The teacher tells students the writing task: Write a short passage (about 100-120 words) to introduce a music piece you like. The passage should include the name of the music, the type of the music, the instruments used, how it makes you feel and why you like it. The teacher provides a writing outline to help students organize their ideas: 1. Introduction: What is the name of the music and what type of music is it? 2. Details: What instruments are used in the music? How does it make you feel? 3. Conclusion: Why do you like this music piece? In addition, the teacher provides some useful words and phrases for students to use in their writing, such as “my favorite music piece is...”, “it is a type of... music”, “it uses... as the main instrument”, “when I listen to it, I feel...”, “I like it because...”, “it conveys... emotions”. Design Intention: Providing a writing outline can help students organize their ideas clearly and avoid writing randomly. Providing useful words and phrases can help students use the target language correctly and enrich their writing content, thus improving their writing quality. Students are given 15 minutes to complete their writing. During the writing process, the teacher walks around the classroom to help students solve the problems they meet, such as how to organize sentences, how to use the target words and phrases correctly, and how to correct grammar mistakes. After writing, students check their own work first, then exchange their passages with their group members and help each other correct mistakes. The teacher collects some students’ works, reads them aloud in class and gives detailed comments, pointing out their strengths and areas for improvement, such as content completeness, language accuracy, logicality and coherence. Design Intention: Giving students enough time to write can ensure that they can complete the task carefully. The teacher’s guidance can help students solve their problems in time and improve their writing efficiency. Peer correction can help students find their own mistakes and learn from each other. The teacher’s comments can help students understand their own advantages and disadvantages and make progress in writing. Step 6: Summary & Homework Summary The teacher summarizes the content of this lesson with students: In this class, we have improved our listening skills by extracting key information from the listening materials, practiced our oral communication skills through group discussion and role-play, deepened our understanding of the theme “The Universal Language” through reading, and trained our writing ability by introducing a music piece we like. We have also mastered some new words and phrases related to music and learned how to use them correctly. The teacher emphasizes that music is a universal language that can connect people from different countries and cultures, and encourages students to listen to more different types of music to broaden their horizons and enhance their cross-cultural awareness. Design Intention: Summarizing the lesson can help students sort out the knowledge they have learned in this class and consolidate their memory. Emphasizing the theme of the lesson can help students deepen their understanding of the cultural connotation of music and cultivate their cross-cultural awareness. Homework 1. Listen to the listening material again and retell it to your family in English. 2. Revise the short passage you wrote in class and hand it in the next day. 3. Find a piece of foreign music and write a short introduction (about 50 words) to it. 4. Preview the next lesson and learn the new words and phrases in advance. Design Intention: The homework is designed to consolidate the knowledge and skills learned in this class. Retelling the listening material can help students review the listening content and improve their oral expression ability. Revising the passage can help students improve their writing skills. Finding and introducing a foreign music piece can broaden students’ horizons and enhance their cross-cultural awareness. Previewing the next lesson can help 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 $