Unit 2 Let's Talk Music!-Section 2 Learning Through Practice 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 2 Learning Through Practice 教学目标和重难点 教学目标 Language Ability: Students will master music-related vocabulary and sentence patterns, and improve their abilities to introduce musical instruments, talk about music benefits and express personal views in English. Cultural Awareness: They will understand the cultural connotations of different music styles at home and abroad, respect cultural diversity and enhance cross-cultural communication awareness. Thinking Quality: They will develop logical thinking through class discussions and practical tasks, and cultivate critical thinking by evaluating different music forms. Learning Capacity: They will master effective cooperative learning and autonomous inquiry strategies, and form the habit of applying English to solve practical problems in music-related scenarios. 教学重难点 Key Points: Mastering core vocabulary (e.g., instrument, melody, rhythm, benefit) and sentence patterns for introducing musical instruments and describing music benefits; being able to complete practical tasks such as introducing favorite instruments and telling music stories in English. Difficult Points: Using accurate and appropriate English to express personal feelings and views on music; understanding the subtle differences between music-related expressions in different cultural contexts and applying them flexibly in communication. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by playing a 2-minute mixed audio clip, which includes different types of music (classical music played by piano, pop music with guitar accompaniment, traditional Chinese music played by erhu, and rock music with drum beats). After playing the audio, the teacher asks students two open-ended questions: “What musical instruments can you hear in the audio? ” and “Which type of music do you prefer most and why? ” Then, the teacher invites 3-4 students to share their answers in English. During the sharing process, the teacher writes down key music-related words mentioned by students (such as piano, guitar, erhu, classical music, pop music) on the blackboard, and briefly corrects their pronunciation and grammar errors if necessary. After the sharing, the teacher summarizes: “Music is an important part of our life, and different musical instruments and music styles can bring us different feelings. Today, we will learn how to introduce musical instruments and talk about the benefits of music through practical tasks, which is the core content of Section 2 Learning Through Practice. ” Design Intention: The warm-up activity using music audio is closely related to the unit theme “Let's Talk Music! ”, which can quickly attract students' attention and arouse their interest in learning. By asking open-ended questions, students are encouraged to actively express their own views, which not only activates their existing knowledge reserve of music and English, but also creates a relaxed and active classroom atmosphere. Writing down key words on the blackboard helps students sort out relevant vocabulary in a timely manner, laying a foundation for the subsequent practical tasks. In addition, correcting errors appropriately can help students standardize their English expression and improve their language accuracy. Step 2: Presentation (Key Vocabulary and Sentence Patterns) First, the teacher presents the core vocabulary of this section with the help of pictures and real objects (if available). For example, show pictures of piano, guitar, erhu, violin, drum and other musical instruments, and teach the pronunciation and meaning of words such as “instrument, piano, guitar, erhu, violin, drum, melody, rhythm, tune”. Then, the teacher explains the usage of each word with simple example sentences, such as “The piano is a popular musical instrument. ” “The melody of this song is very beautiful. ” After teaching the vocabulary, the teacher presents the key sentence patterns combined with the practical tasks of this section: 1. Introducing musical instruments: “My favorite musical instrument is..., which is... It can produce beautiful melodies/rhythms. I like it because... ” 2. Describing the benefits of music: “Music brings me a lot of benefits. It can help me relax when I am tired. It can also cheer me up when I am in a bad mood. ” 3. Expressing personal views on music: “In my opinion, music is a bridge between people. It can convey emotions without words. ” After presenting the sentence patterns, the teacher reads them aloud twice, and asks students to follow along. Then, the teacher invites students to practice the sentence patterns with the vocabulary just learned. For example, the teacher asks: “Who can introduce your favorite musical instrument using the first sentence pattern? ” A student may answer: “My favorite musical instrument is the guitar, which is a stringed instrument. It can produce beautiful melodies. I like it because it is easy to carry and I can play my favorite songs with it. ” The teacher gives positive feedback to the student, such as “Well done! Your expression is very clear and accurate. ” Then, the teacher organizes pair work: students work in pairs to practice the three sentence patterns, and each pair needs to complete at least one dialogue about introducing musical instruments and talking about music benefits. The teacher walks around the classroom to observe students' practice, and provides timely guidance for students who have difficulties in expression, such as helping them choose appropriate vocabulary or adjust sentence structures. Design Intention: Presenting vocabulary with pictures and real objects can make abstract words more concrete and intuitive, helping students understand and remember them quickly. Example sentences are closely combined with the theme and practical tasks, which can help students understand the usage of vocabulary and sentence patterns in specific contexts, avoiding mechanical memorization. Pair work provides students with more opportunities to practice speaking, which is in line with the “Learning Through Practice” concept of this section. The teacher's guidance and positive feedback can help students build confidence in speaking English and improve their language expression ability. Step 3: Practice (Task-based Practice) This step is divided into two tasks, which correspond to Task One and Task Two in the textbook, aiming to let students apply the learned vocabulary and sentence patterns to practical scenarios and realize the transformation from knowledge to ability. Task One: Introducing Your Favourite Musical Instrument The teacher divides students into groups of 4-5. Each group member needs to introduce their favorite musical instrument to the group using the key vocabulary and sentence patterns learned. The introduction should include the name of the instrument, its characteristics, why they like it, and the type of music it is usually used to play. After each member finishes the introduction, the group discusses and selects the most wonderful introduction, and then invites one representative of the group to present it to the whole class. During the group discussion and presentation, the teacher puts forward specific requirements: 1. Use the learned vocabulary and sentence patterns as much as possible; 2. Speak clearly and fluently; 3. The introduction should be logical and complete. After all groups finish their presentations, the teacher makes a summary and evaluation. First, affirm the advantages of each group, such as “All groups have completed the task well. Your introductions are very detailed and your English expressions are very standard. ” Then, point out the common problems, such as the incorrect use of some vocabulary or sentence patterns, and give targeted guidance. For example, if a student says “I like piano because it is beautiful ”, the teacher can guide them to improve it: “You can say ‘I like the piano because it can produce beautiful melodies and make me feel relaxed ’, which is more specific and vivid. ” Finally, the teacher selects 1-2 excellent presentations to praise, encouraging students to learn from each other. Design Intention: Group cooperation can cultivate students' cooperative learning ability and communication ability. Each student has the opportunity to express themselves, which can improve their speaking ability and confidence. The task of introducing favorite musical instruments is closely related to students' real life, which can stimulate their enthusiasm for participation and make them realize the practical value of English. The teacher's evaluation and guidance can help students find their own problems and improve their language expression ability in a targeted way. Task Two: Telling Your Story about the Benefits of Music On the basis of Task One, the teacher leads students to carry out Task Two. First, the teacher shares a short personal story about the benefits of music: “When I was in high school, I often felt stressed because of exams. Every time I felt tired, I would listen to some light music. It could help me relax and calm down, and then I could focus on my study better. Music is like a good friend to me, which can accompany me through difficult times. ” Then, the teacher asks students to think about their own stories about the benefits of music: “Have you ever had the experience that music helped you solve a problem or brought you comfort? Please think about it and prepare a short story. ” After 5 minutes of preparation, the teacher organizes a “Story Sharing Meeting ”. Students can volunteer to share their stories with the whole class. When students share, the teacher asks other students to listen carefully and take notes of the key information (such as the situation, the role of music, and the feeling after listening to music). After each student finishes sharing, the teacher invites 1-2 students to retell the main content of the story, which not only tests students' listening ability, but also helps them consolidate the learned vocabulary and sentence patterns. For students who are not willing to volunteer, the teacher can encourage them to share with their deskmates first, and then invite some of them to share in front of the class if they are ready. After the sharing meeting, the teacher summarizes: “Every student's story is very touching. We can find that music has many benefits—it can help us relax, cheer us up, relieve stress, and even strengthen our confidence. Through these stories, we have also better mastered how to describe the benefits of music in English. ” Design Intention: The teacher's personal story can narrow the distance between teachers and students, and guide students to recall their own experiences related to music, which is conducive to the smooth development of the task. The “Story Sharing Meeting ” not only provides students with more speaking practice opportunities, but also trains their listening and retelling abilities. For students who are shy, the teacher's encouragement and step-by-step guidance can help them overcome their fear of speaking English and gradually improve their language expression ability. In addition, this task can also let students deeply feel the charm of music, which is conducive to the cultivation of their cultural literacy and emotional attitude. Step 4: Consolidation (Comprehensive Application) In this step, the teacher designs two comprehensive exercises to help students further consolidate the learned knowledge and improve their comprehensive language application ability. Exercise 1: Fill in the Blanks. The teacher presents a short passage about musical instruments and the benefits of music on the screen, with some key words and sentences omitted. Students need to fill in the blanks with the learned vocabulary and sentence patterns. For example: “My favorite musical instrument is the erhu, which is a traditional Chinese musical instrument. It has a unique sound and can play beautiful ________ (melody). I like it because it can convey different emotions. Music is very important in my life. When I am tired, it can help me ________ (relax); when I am sad, it can ________ (cheer me up). In my opinion, music is a gift from God, which can make our life more colorful. ” After students finish filling in the blanks, the teacher checks the answers with the whole class, explains the key and difficult points in the passage, and asks students to read the passage aloud twice to strengthen their memory. Exercise 2: Write a Short Passage. The teacher asks students to write a short passage (about 80-100 words) with the title “My Favorite Musical Instrument and the Benefits of Music ”. The passage should include the introduction of their favorite musical instrument and the benefits of music to them, and use the learned vocabulary and sentence patterns as much as possible. During the writing process, the teacher walks around the classroom to provide guidance for students who have difficulties in writing, such as helping them sort out the writing ideas, choose appropriate vocabulary and sentence patterns, and correct grammar errors. After students finish writing, the teacher collects some representative compositions (including excellent ones and those with common problems), and comments on them in class. For excellent compositions, the teacher reads them aloud and affirms their advantages; for compositions with problems, the teacher points out the problems and guides students to correct them together. Design Intention: The fill-in-the-blank exercise is a targeted consolidation of vocabulary and sentence patterns, which can help students review the learned knowledge in a timely manner. The writing exercise is a comprehensive application of listening, speaking and reading, which can improve students' writing ability and logical thinking ability. The teacher's guidance and comment during the writing process can help students solve their problems in writing and improve their writing level. By commenting on representative compositions, students can learn from each other's strengths and avoid common mistakes, which is conducive to the overall improvement of the class's language level. Step 5: Summary and Extension First, the teacher leads students to summarize the key content of this class: “Today, we have learned the core vocabulary and sentence patterns about musical instruments and the benefits of music. We have also completed two practical tasks—introducing favorite musical instruments and telling stories about the benefits of music. Through these practices, we have improved our ability to use English to talk about music. ” Then, the teacher asks students to think about: “What other ways can we use to learn English through music? ” Students may answer: “Listen to English songs and learn new words and sentence patterns. ” “Watch English music videos and improve listening and speaking ability. ” “Sing English songs to practice pronunciation. ” The teacher affirms these ideas and adds: “Music is a good helper for us to learn English. We can make use of spare time to listen to English songs, watch music programs, and try to sing English songs, which can not only improve our English ability, but also enrich our spiritual life. ” Finally, the teacher assigns after-class tasks: 1. Recite the core vocabulary and sentence patterns learned in this class. 2. Polish the short passage written in class and hand it in the next class. 3. Listen to an English song, write down the lyrics of the chorus part, and try to introduce the song's style and its feelings to the deskmate in the next class. Design Intention: The summary helps students sort out the knowledge system of this class and deepen their understanding and memory of the key content. The extension activity guides students to think about the connection between music and English learning, which is conducive to cultivating their autonomous learning ability and expanding their learning ideas. The after-class tasks are closely related to the class content, which can help students consolidate the learned knowledge in daily life, and realize the extension of classroom learning to after-class learning, so as to achieve the goal of “Learning Through Practice ” and “Learning for Use ”. Step 6: Evaluation (Process and Result Evaluation) The evaluation of this class adopts the combination of process evaluation and result evaluation, aiming to comprehensively understand students' learning situation and promote their all-round development. Process evaluation mainly includes students' performance in warm-up activities, pair work, group tasks, story sharing and other links, focusing on evaluating students' participation, cooperative learning ability, language expression ability and problem-solving ability. For example, the teacher records students' active participation in group discussions, the quality of their presentations, and their performance in listening and retelling. Result evaluation mainly includes students' performance in fill-in-the-blank exercises and writing tasks, focusing on evaluating students' mastery of vocabulary and sentence patterns and their comprehensive language application ability. After the class, the teacher makes a comprehensive evaluation of each student, and gives targeted suggestions for improvement. For students who perform well, the teacher gives praise and encouragement, encouraging them to continue to make progress; for students who have difficulties, the teacher communicates with them individually, understands their problems, and provides guidance and help to help them build confidence in learning English. Design Intention: The combination of process evaluation and result evaluation can comprehensively and objectively reflect students' learning effect, avoiding one-sided evaluation only based on test results. Process evaluation pays attention to the process of students' learning and growth, which can stimulate students' learning enthusiasm and initiative. Targeted evaluation and suggestions can help students find their own advantages and disadvantages, and clarify the direction of improvement, which is conducive to the sustainable development of students' language ability and core literacy. Throughout the teaching process, the design adheres to the concept of “Learning Through Practice ” and takes students as the main body. It integrates the cultivation of four-dimensional core literacy into each teaching link, and designs practical and interesting tasks to let students learn and use English in practice. At the same time, the teacher gives full play to the role of guidance and assistance, creating a relaxed and active classroom atmosphere, which helps students improve their comprehensive language application ability and achieve the teaching goals of this section. 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 $