Unit 2 Let's Talk Music!-Section 4 Expanding Our Horizons 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 4 Expanding Our Horizons 教学目标和重难点 教学目标 It focuses on improving students’ language ability to use music-related words and sentences. It cultivates cultural awareness by comparing Chinese and Western music. It develops thinking quality through analyzing music’s value. It enhances learning ability by guiding independent and cooperative exploration of music topics. 教学重难点 Key points: Master music-related vocabulary and phrases, understand the main ideas of music-themed passages, and express personal views on music in English. Difficult points: Using complex sentences to comment on music and understanding the cultural connotation behind different music styles. 教学过程 Lead-in: Arouse Interest and Activate Prior Knowledge The teacher starts the class by playing two short music clips: one is a classic Chinese folk song, such as Jasmine Flower, and the other is a famous American country music piece, such as Take Me Home, Country Roads. After playing, the teacher asks students two questions in English: “What kind of music did you just hear? Do you like this kind of music? Why or why not?” Then, invite 3-4 students to share their answers with the whole class. After the sharing, the teacher makes a brief comment, and naturally leads to the topic of this lesson: “Today, we will enter Section 4 Expanding Our Horizons, and explore different music styles around the world, experience the charm of music from different cultures, and improve our ability to express music in English.” Design Intention: Music is a universal language that can quickly arouse students’ emotional resonance. By playing familiar Chinese and Western music clips, it can effectively attract students’ attention at the beginning of the class, stimulate their interest in learning the lesson. At the same time, through asking questions and sharing, it can activate students’ prior knowledge about music—they can use the simple English words and sentences they have learned before to describe music, laying a foundation for the subsequent learning of new knowledge. In addition, comparing Chinese and Western music at the beginning can subtly infiltrate cultural awareness, helping students initially establish the concept of cultural diversity. Pre-reading: Preview New Words and Lay a Foundation for Reading First, the teacher presents the new words and phrases related to this section on the screen, including folk song, country music, melody, rhythm, emotion, cultural connotation, inherit, appreciate, etc. For each new word and phrase, the teacher pronounces it clearly, explains its meaning in simple English, and gives example sentences related to music. For example, when explaining “folk song”, the teacher says: “A folk song is a song that is passed down from generation to generation in a certain region, usually reflecting the life and customs of the local people. Jasmine Flower is a famous Chinese folk song.” Then, the teacher asks students to read the new words and phrases after him/her twice, and then organizes a quick memory game: the teacher says the Chinese meaning, and students quickly respond with the corresponding English words or phrases, and vice versa. After the game, the teacher asks students to work in pairs to make 2-3 sentences with the new words and phrases, and invite several pairs to present their sentences to the class for evaluation. Next, the teacher shows the title of the passage in this section—Chinese Folk Songs and American Country Music, and asks students to predict the content of the passage: “According to the title, what do you think the passage will talk about? What differences and similarities do you think there are between Chinese folk songs and American country music?” Students can freely express their guesses, and the teacher writes down the key points of their guesses on the blackboard without correcting them for the time being, and tells students: “Let’s read the passage and check whether your guesses are correct.” Design Intention: New words and phrases are the basis for students to understand the passage. By pronouncing, explaining and making example sentences, students can master the basic meaning and usage of new words and phrases, avoiding the obstacle of vocabulary when reading the passage. The quick memory game can increase the fun of learning new words, help students remember new words more firmly, and improve their learning enthusiasm. Asking students to predict the content of the passage can cultivate their ability of logical reasoning and prediction, and make them have a clear purpose when reading, which is conducive to improving reading efficiency. At the same time, the prediction link can also stimulate students’ curiosity to read the passage and further enhance their learning motivation. While-reading: Analyze the Passage and Improve Reading Ability This link is divided into three steps: skimming, scanning and intensive reading, to help students gradually understand the passage from shallow to deep. Skimming: The teacher asks students to read the passage quickly, without paying too much attention to the details, and mainly grasp the main idea of the passage. After reading, students are required to answer two questions: “What is the main topic of the passage?” “What two kinds of music are mainly introduced in the passage?” Then, invite students to answer, and the teacher summarizes: “The main topic of the passage is the introduction of Chinese folk songs and American country music, including their characteristics, origins and cultural connotations.” Design Intention: Skimming is an important fast reading skill. Through skimming, students can quickly grasp the main idea of the passage, establish a general framework of the passage, and lay a foundation for the subsequent detailed reading. The two simple questions designed can guide students to focus on the core content when skimming, avoid aimless reading, and help students improve their ability of extracting key information quickly. Scanning: The teacher asks students to read the passage again, this time focusing on finding specific information, and complete the following table. The table is presented on the screen, including two columns: Chinese Folk Songs and American Country Music, and the rows are Origin, Characteristics and Representative Works. Students need to find the corresponding information in the passage and fill in the table. During the process, the teacher walks around the classroom, observes students’ reading and filling situation, and provides timely help for students who have difficulties. After students finish filling in the table, the teacher invites a student to present his/her table, and then corrects and supplements it together with the whole class. For example, for the origin of Chinese folk songs, the passage mentions that they are rooted in the life of the people, reflecting their work, emotions and customs; for the origin of American country music, it is related to the life of cowboys in the American West, integrating European folk music and African music elements. For the characteristics, Chinese folk songs are simple and vivid, with strong regional characteristics, while American country music is sincere and emotional, focusing on expressing personal feelings and life experiences. For representative works, the passage mentions Jasmine Flower and Moli Hua for Chinese folk songs, and Take Me Home, Country Roads and The Gambler for American country music. Design Intention: Scanning is a skill to find specific information quickly. By completing the table, students can systematically sort out the key details of the passage, deepen their understanding of the two kinds of music, and at the same time improve their ability of locating and extracting specific information. The form of the table is intuitive and clear, which is conducive to students’ comparison and memory of the characteristics of the two kinds of music. The teacher’s patrol and help can timely solve the difficulties encountered by students in reading, ensure that every student can participate in the learning process, and avoid the phenomenon of students falling behind. Intensive reading: The teacher guides students to read the passage carefully paragraph by paragraph, analyze the key sentences and difficult sentences, and understand the deep meaning of the passage. First, the teacher points out several key sentences in the passage, such as “Chinese folk songs are not only a form of music, but also a carrier of Chinese culture, inheriting the wisdom and emotions of the Chinese nation for thousands of years.” and “American country music reflects the spirit of independence and freedom of the American people, and has become an important part of American culture.” For each key sentence, the teacher asks students to analyze its structure, explain the meaning of difficult words and phrases in the sentence, and guide students to understand the cultural connotation behind the sentence. Then, the teacher designs some thinking questions to guide students to think deeply: “Why are Chinese folk songs an important carrier of Chinese culture? What cultural values do they reflect?” “What are the similarities and differences between American country music and Chinese folk songs in terms of cultural connotation?” “How can we inherit and develop our own folk music in the context of cultural integration?” Students are asked to discuss these questions in groups of 4-5, and each group selects a representative to record the discussion results. After the discussion, each group’s representative shares the discussion results, and the teacher makes comments and supplements, guiding students to realize that different music styles carry different cultural connotations, and we should respect and appreciate the diversity of cultures. In addition, the teacher also guides students to pay attention to the cohesive devices in the passage, such as however, besides, in addition, which help students understand the logical relationship between paragraphs and improve their ability of analyzing the structure of the passage. Design Intention: Intensive reading is the key link to deepen the understanding of the passage. By analyzing key sentences and difficult sentences, students can master the usage of complex sentences, improve their language ability. The thinking questions designed can guide students to think beyond the text, connect the content of the passage with cultural connotation, cultivate their cultural awareness and thinking quality. Group discussion can promote students’ cooperative learning, let students exchange ideas with each other, learn from each other, and improve their ability of expression and cooperation. At the same time, guiding students to pay attention to cohesive devices can help them master the writing skills of the passage, which lays a foundation for their future writing. Post-reading: Consolidate and Apply, Expand Horizons This link is divided into three parts: language practice, theme discussion and expansion activity, to help students consolidate the knowledge they have learned and apply it flexibly. Language practice: The teacher designs two exercises to help students consolidate the new words, phrases and sentence patterns they have learned. Exercise 1: Fill in the blanks with the correct form of the given words and phrases (folk song, melody, appreciate, inherit, cultural connotation). The sentences are closely related to the content of the passage, such as “We should ______ our traditional folk songs and pass them on to the next generation.” “The ______ of this song is very beautiful, making people feel relaxed and happy.” Exercise 2: Rewrite the sentences according to the requirements, using the sentence patterns learned in the passage. For example, rewrite “Chinese folk songs are a form of music. They are also a carrier of Chinese culture.” into “Chinese folk songs are not only a form of music, but also a carrier of Chinese culture.” Students complete the exercises independently, and then the teacher checks the answers together with the whole class, explains the common mistakes, and emphasizes the key points of usage. For students who make mistakes, the teacher guides them to correct them by themselves, and asks them to make similar sentences to strengthen their memory. Design Intention: Language practice is an important link to consolidate the knowledge learned. Through filling in the blanks and rewriting sentences, students can flexibly use the new words, phrases and sentence patterns they have learned, and improve their language application ability. Checking answers together can let students find their own mistakes in time, and the teacher’s explanation can help students deepen their understanding of the key points, avoid making the same mistakes again. Asking students to make similar sentences can further strengthen their mastery of knowledge and realize the internalization of language. Theme discussion: The teacher asks students to discuss the topic “My Favorite Music Style” in groups. The discussion requirements are: each student should introduce his/her favorite music style, including its characteristics, representative works and the reasons why he/she likes it, and use the words, phrases and sentence patterns learned in this lesson as much as possible. During the discussion, the teacher walks around the classroom, listens to the discussion of each group, and provides timely guidance for students who have difficulties in expression, such as reminding them of the appropriate words and sentence patterns. After the discussion, each group selects a representative to make a report to the whole class, introducing the group’s discussion results. After each representative’s report, the teacher makes a brief comment, affirming the advantages of the report, pointing out the areas that need improvement, and encouraging students to use more complex sentences to express their views. Finally, the teacher makes a summary: “Music has no borders. Every kind of music has its own charm and cultural connotation. We should learn to appreciate different kinds of music, broaden our horizons, and enrich our spiritual life.” Design Intention: Theme discussion can provide students with a platform to practice oral English, let them apply the knowledge they have learned to real communication scenarios, and improve their oral expression ability. The topic “My Favorite Music Style” is closely related to students’ life, which can stimulate their enthusiasm for participation and make them have more to say. Group discussion can cultivate students’ cooperative learning ability and communication ability, and the teacher’s guidance can help students improve their expression level. The final summary can further deepen students’ understanding of the theme of the lesson, and infiltrate the education of cultural appreciation and cultural confidence. Expansion activity: The teacher introduces other music styles around the world to students, such as classical music, pop music, jazz, etc., by showing pictures, playing short music clips and introducing simple background knowledge. Then, the teacher asks students to choose one of the music styles they are interested in, and collect relevant information after class, including its origin, characteristics, representative works and cultural connotation, and prepare a short speech (about 100 words) to share in the next class. In addition, the teacher recommends some English music websites and apps to students, such as Spotify, Last.fm, etc., and encourages students to listen to English music in their spare time, accumulate music-related English vocabulary and expressions, and further expand their horizons. Design Intention: The expansion activity can extend the classroom learning to after class, help students broaden their knowledge of music, and further realize the goal of “expanding our horizons” in this section. Collecting information after class can cultivate students’ independent learning ability and information collection ability. Preparing a short speech can further improve students’ oral expression ability and logical thinking ability. Recommending English music websites and apps can provide students with more learning resources, help them form the habit of learning English in daily life, and improve their learning ability. Summary and Homework Summary: The teacher guides students to review the content of this lesson together. First, ask students to recall the new words, phrases and key sentence patterns learned in this lesson, then review the main content of the passage— the introduction of Chinese folk songs and American country music, and finally summarize the core of the lesson: through learning this lesson, we not only master the relevant language knowledge, but also understand the cultural connotation of different music styles, and learn to appreciate the diversity of cultures. At the same time, the teacher emphasizes the importance of applying the knowledge learned to practice, and encourages students to use English to talk about music more in daily life. Design Intention: The summary link can help students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and deepen their memory and understanding of the knowledge. Guiding students to review by themselves can cultivate their ability of induction and summary, and improve their learning ability. The emphasis on the application of knowledge can help students establish the concept of “learning for use” and improve their language application ability. Homework: The teacher assigns two kinds of homework, one is basic homework, and the other is extended homework, to meet the needs of different students. Basic homework: Copy the new words and phrases learned in this lesson twice, and make one sentence for each word and phrase. Read the passage aloud for 15 minutes every day, and record the reading audio to submit. Complete the exercise sheet related to the passage, consolidating the reading and language knowledge. Extended homework: Complete the short speech prepared in the expansion activity, and practice it repeatedly. Listen to an English song you like, write a short comment (about 80-100 words), introducing the song’s style, melody and your feelings after listening to it, and use the words and sentence patterns learned in this lesson as much as possible. Design Intention: The design of basic homework is to help students consolidate the basic knowledge learned in this lesson, including vocabulary, reading and language application, ensuring that every student can master the core knowledge. The extended homework is designed for students with better foundation, to help them further improve their oral expression ability and writing ability, and expand their learning space. The combination of basic homework and extended homework can meet the learning needs of different levels of students, realize the principle of teaching students in accordance with their aptitude, and help every student make progress in this lesson. 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 $