Unit 2 Let's Talk Music! Section 3 Using English in Context 教案-2025-2026学年高中英语冀教版选择性必修第二册

Unit 2 Let's Talk Music! Section 3 Using English in Context 教学目标和重难点 教学目标 It focuses on developing students’ language ability to use music-related English in real contexts, cultural awareness to understand music diversity across cultures, thinking quality to analyze and evaluate music topics logically, and learning ability to master context-based language application strategies independently. 教学重难点 Key points: Master music-related vocabulary, phrases and sentence patterns, and use them correctly in listening, speaking, reading and writing. Difficult points: Apply language flexibly in different music-related contexts and express personal views on music fluently and logically. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by playing a 1-minute clip of a famous English song, such as "Hey Jude" by The Beatles. After the clip ends, the teacher asks students two open-ended questions: “What’s your first feeling when you listen to this song? Do you know any other English songs or Western music styles?” Then, invite 3-4 students to share their answers freely. During the sharing, the teacher writes down key music-related words mentioned by students on the blackboard, such as “pop music”, “rock music”, “melody”, “lyrics” and “singer”. After the sharing, the teacher summarizes: “Music is a universal language that connects people from all over the world. Today, we will learn how to use English properly in different music-related contexts, so that we can talk about music freely and express our ideas clearly.” Design Intention: The music clip can quickly arouse students’ interest and enthusiasm for the class, as music is closely related to students’ daily life. The open-ended questions help activate students’ prior knowledge and experience about music, and the key words written on the blackboard lay a foundation for the follow-up language learning. This part also helps cultivate students’ oral expression ability and learning ability by encouraging them to share their own views actively. Step 2: Pre-context Preparation (Vocabulary and Sentence Patterns Preview) First, the teacher presents the core vocabulary and phrases of this section on the multimedia courseware, including nouns (orchestra, symphony, folk music, classical music, composer), verbs (perform, compose, appreciate, recommend), adjectives (melodious, energetic, emotional, graceful) and phrases (be fond of, be crazy about, take up, in addition to). For each word and phrase, the teacher provides a clear English definition and a sample sentence closely related to music contexts. For example, for “compose”, the definition is “to write music, poems, etc.” and the sample sentence is “Beethoven composed many famous symphonies in his life.” For “be crazy about”, the sample sentence is “Many teenagers are crazy about pop music because it is energetic and easy to sing.” Then, the teacher introduces the key sentence patterns that will be used in this section, such as: 1. “I prefer... because it is...”, 2. “What kind of music do you like best? Why?”, 3. “It is said that...”, 4. “I recommend you to listen to... because it can help you...”. After explaining the usage of each sentence pattern, the teacher asks students to make simple sentences with these patterns in pairs. For example, one student asks “What kind of music do you like best? Why?”, and the other answers “I prefer classical music because it is graceful and can calm me down.” The teacher walks around the classroom to guide students and correct their mistakes if necessary. Design Intention: Vocabulary and sentence patterns are the basis of language application. By presenting and explaining core vocabulary and key sentence patterns, students can master the necessary language tools for the follow-up context-based learning. The pair work enables students to practice using the language immediately, which helps deepen their memory and improve their oral expression ability. This part focuses on cultivating students’ language ability and learning ability by guiding them to master basic language knowledge and practice actively. Step 3: While-context Practice (Listening and Reading Comprehension) Activity 1: Listening Practice The teacher tells students that they will listen to a dialogue between two students, Tom and Lucy, who are talking about their favorite music. Before listening, the teacher asks students to read the listening tasks carefully: Task 1: Choose the main topic of the dialogue (A. Tom’s favorite singer; B. Lucy’s music learning experience; C. Their favorite music styles and reasons). Task 2: Fill in the blanks with the words they hear (the blanks are related to core vocabulary and phrases learned earlier, such as “classical music”, “energetic”, “compose”). Then, the teacher plays the recording twice. For the first time, students listen carefully to get the main idea and finish Task 1. For the second time, students listen again to fill in the blanks and finish Task 2. After listening, the teacher invites students to share their answers, checks them together with the whole class, and explains the difficult points in the listening material, such as the pronunciation of some music terms and the understanding of long sentences. For example, if students have difficulty understanding “I find it hard to appreciate classical music at first, but now I love it”, the teacher explains the structure “find it + adj. + to do sth.” and helps students understand the meaning of the sentence. Design Intention: Listening is an important part of language ability. This listening activity is closely related to the unit theme and the core vocabulary and sentence patterns learned earlier, which helps students consolidate their language knowledge and improve their listening comprehension ability. The two listening tasks (main idea and detail filling) are designed to train students’ ability to grasp key information and specific details, which is in line with the requirements of cultivating students’ thinking quality (logical analysis ability). At the same time, the teacher’s guidance helps students solve listening difficulties and build confidence in listening. Activity 2: Reading Practice The teacher presents a short passage on the multimedia courseware. The passage is about different music styles around the world, including pop music, classical music, folk music and rock music. Each paragraph introduces one music style, including its characteristics, representative composers or singers, and the reasons why people like it. Before reading, the teacher asks students to predict the content of the passage according to the title “Music Styles Around the World” and the pictures attached to the passage (such as pictures of a symphony orchestra, a pop singer, etc.). Then, students read the passage independently. After reading, the teacher arranges group work: divide students into groups of 4, and ask each group to complete the following tasks: 1. Summarize the characteristics of each music style mentioned in the passage. 2. Discuss which music style they like best and why, using the key sentence patterns learned earlier. 3. Find out 3 new words or phrases in the passage and explain their meanings to the group members. After the group discussion, each group sends a representative to share their group’s results with the whole class. The teacher comments on their sharing, affirms their achievements, and corrects their mistakes in language expression and understanding. For example, if a student says “Folk music is from people, it is very popular”, the teacher guides the student to use a more accurate sentence: “Folk music comes from ordinary people and is deeply loved by people because of its simple and real emotions.” Design Intention: Reading is an important way to input language and understand context. The passage is closely related to the unit theme and helps students understand the diversity of music cultures, which is conducive to cultivating their cultural awareness. The group work encourages students to cooperate and communicate with each other, which improves their cooperative learning ability and oral expression ability. The tasks of summarizing characteristics, discussing preferences and explaining new words help train students’ logical thinking ability, critical thinking ability and autonomous learning ability. Step 4: During-context Application (Speaking and Writing Practice) Activity 1: Speaking Practice – Role-play The teacher divides students into pairs and assigns different roles to each pair. Role 1: A music reporter who is interviewing a student about his/her music preferences. Role 2: A student who likes different kinds of music and is willing to share his/her views. The teacher provides a role-play outline to help students: 1. Greet each other and introduce the purpose of the interview. 2. The reporter asks questions about the student’s favorite music style, favorite singer/composer, the reasons for liking, and whether he/she has learned any musical instruments. 3. The student answers the questions in detail, using the core vocabulary and key sentence patterns learned earlier. 4. The reporter thanks the student for the interview. Before the role-play, the teacher invites one pair to demonstrate first, and gives guidance and suggestions on their performance, such as how to use polite language, how to express their views clearly and fluently. Then, all pairs start their role-play. The teacher walks around the classroom to observe and guide students, helps them solve problems in language expression, and encourages them to use new words and sentence patterns flexibly. After the role-play, invite 2-3 pairs to perform in front of the whole class, and the teacher and other students give comments on their performance, focusing on language accuracy, fluency and appropriateness. Design Intention: Role-play is a practical way to apply language in real contexts. This activity allows students to put the learned vocabulary, sentence patterns and language knowledge into practice, which helps improve their oral expression ability and language application ability. The role-play outline provides a scaffold for students, reducing their difficulty in speaking and helping them build confidence. The demonstration and comments help students find their own shortcomings and improve their speaking skills. This part focuses on cultivating students’ language ability and thinking quality (logical expression ability). Activity 2: Writing Practice – A Short Passage The teacher asks students to write a short passage titled “My Favorite Music Style”. The requirements are: 1. Introduce your favorite music style (such as pop music, classical music, etc.). 2. Explain the characteristics of this music style. 3. Tell the reasons why you like it. 4. Use at least 5 core vocabulary and 3 key sentence patterns learned in this section. 5. The passage should be coherent and logical. Before writing, the teacher provides a writing outline to help students organize their ideas: Paragraph 1: Introduce your favorite music style. Paragraph 2: Describe the characteristics of this music style. Paragraph 3: Explain why you like it (such as its influence on your mood, your favorite singer/composer, etc.). Paragraph 4: Make a brief conclusion (such as the importance of music in your life). Students write the passage independently. The teacher walks around the classroom to provide individual guidance, such as helping students choose appropriate words and sentence patterns, correcting grammatical mistakes, and guiding them to organize their ideas logically. After writing, students exchange their passages with their deskmates and help each other revise them (focusing on language accuracy, coherence and the use of core vocabulary and sentence patterns). Then, the teacher collects some typical passages (both good and bad ones), displays them on the multimedia courseware, and comments on them together with the whole class. For good passages, the teacher affirms their strengths and encourages other students to learn from them; for passages with mistakes, the teacher helps students find and correct the mistakes, and explains the reasons. Design Intention: Writing is an important part of language output, which can test students’ comprehensive language application ability. This writing task is closely related to the unit theme and the language knowledge learned earlier, which helps students consolidate their language knowledge and improve their writing ability. The writing outline helps students organize their ideas logically, which is conducive to cultivating their thinking quality (logical organization ability). The peer revision and teacher’s comment help students find their own shortcomings, learn from each other, and improve their writing skills. This part also cultivates students’ learning ability by guiding them to revise and improve their own works independently. Step 5: Post-context Consolidation (Summary and Extension) Activity 1: Summary The teacher invites students to summarize what they have learned in this class. First, ask 2-3 students to share their summaries, such as the core vocabulary, key sentence patterns, listening and reading skills, and the ways to talk about music in English. Then, the teacher makes a comprehensive summary: In this class, we have learned some core vocabulary and key sentence patterns related to music, practiced listening and reading skills through music-related materials, and applied the learned language knowledge in speaking and writing activities. We also learned about different music styles around the world and understood the diversity of music cultures. The key point of this class is to master and use music-related English in real contexts, and the difficult point is to apply the language flexibly and express our views clearly. Design Intention: The summary helps students sort out the knowledge they have learned, consolidate their memory, and form a systematic knowledge framework. Inviting students to summarize first can cultivate their autonomous learning ability and logical thinking ability. The teacher’s comprehensive summary helps students clarify the key and difficult points of the class and deepen their understanding of the teaching content. Activity 2: Extension The teacher introduces some famous international music festivals to students, such as the Glastonbury Festival in the UK and the Coachella Valley Music and Arts Festival in the US. The teacher shows pictures and short videos of these music festivals, and introduces their characteristics and the types of music played there. Then, the teacher asks students to discuss: “If you have a chance to attend an international music festival, what kind of music would you like to listen to? Why? How would you communicate with foreign music fans there?” Students discuss in groups, and then share their ideas with the whole class. After the discussion, the teacher assigns homework: 1. Review the core vocabulary and key sentence patterns learned in this class, and make 5 sentences with each key sentence pattern. 2. Write a short introduction to a Chinese folk music style, and try to use the language knowledge learned in this class. 3. Listen to an English song you like, and write a short comment (about 50 words) on it. Design Intention: The extension activity helps students expand their horizons, understand more about international music cultures, and enhance their cultural awareness. The discussion on communicating with foreign music fans helps students apply the learned language knowledge to more real cross-cultural communication contexts, which is conducive to cultivating their cross-cultural communication ability. The homework is designed to consolidate the knowledge learned in class, extend the learning content, and encourage students to apply the language knowledge in daily life, which helps cultivate their learning ability and language application ability. Step 6: Evaluation and Feedback The teacher evaluates students’ performance in this class comprehensively, including their participation in warm-up activities, pair work, group discussion, role-play and writing practice. The evaluation focuses on both language accuracy and fluency, as well as students’ cooperation ability, autonomous learning ability and thinking ability. The teacher affirms students’ achievements and progress, and puts forward constructive suggestions for their shortcomings. For example, some students are not brave enough to speak English in public, the teacher encourages them to practice more and build confidence; some students make mistakes in the use of sentence patterns, the teacher reminds them to review and practice more after class. At the end of the class, the teacher asks students to fill in a simple feedback form (in English) to express their feelings about this class, such as “What do you think is the most useful part of this class?”, “What difficulties do you still have?”, “What suggestions do you have for this class?”. The teacher collects the feedback forms after class and adjusts the teaching plan according to students’ feedback. Design Intention: Comprehensive evaluation helps students understand their own performance and progress, and stimulates their learning motivation. The feedback form allows the teacher to understand students’ learning feelings and difficulties, which is conducive to improving the teaching effect and adjusting the teaching plan in time. This part focuses on cultivating students’ learning ability by guiding them to reflect on their own learning and put forward suggestions. 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 $