Unit 2 Let's Talk Music!-Section 1 Reading for Meaning 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 1 Reading for Meaning 教学目标和重难点 教学目标 It focuses on developing students’ language competence via music-themed reading, cultivating cultural awareness by understanding global music cultures, fostering thinking quality through text analysis, and shaping positive emotional attitude towards music and cross-cultural communication. 教学重难点 Key: Master music-related vocabulary and phrases, grasp the text’s main idea and logical structure. Difficulty: Understand the deep meaning of music’s influence and use English to express personal views on music and its cultural connotation. 教学过程 Step 1: Lead-in (Warm-up and Preview) The teacher starts the class by playing three short music clips of different styles: classical music (e.g., Beethoven’s Moonlight Sonata), pop music (e.g., a popular English song), and traditional folk music (e.g., Chinese erhu music). After playing each clip, the teacher asks students simple questions: “What kind of music is this? Do you like it? Why or why not?” Then, the teacher writes down the key words mentioned by students (such as “classical”, “pop”, “melody”, “emotion”) on the blackboard, and briefly sorts out and explains the words that are closely related to the reading text but students are not familiar with, such as “symphony”, “rhythm” and “genre”. After the music interaction, the teacher presents the title of the reading text “Let’s Talk Music!” and guides students to predict the content of the text: “Based on the title and the music we just listened to, what do you think this passage will talk about? Will it introduce different music styles? Or the influence of music on people?” The teacher invites 2-3 students to share their predictions and encourages other students to supplement. Design Intention: The music clips of different styles can quickly attract students’ attention, arouse their interest in the theme of music, and activate their existing knowledge and experience related to music. By asking questions and guiding predictions, it helps students establish a connection between their existing knowledge and the new text, lays a foundation for the subsequent reading link, and also cultivates students’ predictive ability in reading. At the same time, the preliminary explanation of key vocabulary can reduce students’ difficulty in understanding the text and improve their reading fluency. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher arranges students to work in groups of 4 to finish the vocabulary preview task. The teacher provides a list of key vocabulary and phrases in the reading text, including nouns (music, genre, symphony, rhythm, melody), verbs (affect, inspire, convey), adjectives (emotional, powerful, harmonious) and phrases (be closely related to, have a great influence on, express one’s feelings). Each group is responsible for explaining 3-4 words: including pronunciation, part of speech, Chinese meaning and a simple English sentence made by themselves. After the group discussion, each group sends a representative to present their explanations, and the teacher corrects and supplements them, focusing on the usage of difficult words and phrases, such as the collocation of “affect” (affect sb./sth.) and “inspire” (inspire sb. to do sth.). Then, the teacher briefly introduces the background knowledge related to the text: Music is a universal language that crosses national boundaries. Different countries and regions have different music styles, and each style carries unique cultural connotations and emotional expressions. The reading text will introduce the characteristics of several common music styles and discuss the important role of music in people’s life. The teacher also shows some pictures of different music scenes (such as a symphony orchestra performance, a pop music concert, a folk music performance) to help students have a more intuitive understanding of different music styles. Design Intention: The group cooperation mode is adopted for vocabulary preview, which can not only improve students’ enthusiasm and participation in learning, but also help students deepen their memory of vocabulary through mutual communication and explanation. The teacher’s correction and supplement can ensure that students master the correct usage of vocabulary, which is the basis for understanding the text. The introduction of background knowledge and related pictures can help students broaden their horizons, understand the cultural connotation behind music, lay a foundation for cultivating their cultural awareness, and make it easier for students to understand the deep meaning of the text. Step 3: While-reading (Text Analysis and Ability Training) This step is divided into three parts: Skimming, Scanning and Intensive Reading, which gradually guides students to understand the text from the surface to the deep, and cultivates their reading ability. Skimming (Get the Main Idea) The teacher asks students to read the text quickly (skimming) and answer two questions: (1) What is the main topic of this passage? (2) How many parts can the text be divided into, and what is the main content of each part? After students finish reading, the teacher invites several students to share their answers, and then summarizes together: The main topic of the passage is the introduction of different music styles and the influence of music on people’s life. The text can be divided into three parts: the first part (Paragraph 1) introduces that music is a universal language; the second part (Paragraphs 2-4) introduces the characteristics of classical music, pop music and folk music respectively; the third part (Paragraph 5) discusses the positive influence of music on people’s emotion and life. Design Intention: Skimming training helps students develop the ability to quickly grasp the main idea of the text, which is an important reading skill. By dividing the text and summarizing the main content of each part, students can clarify the logical structure of the text, lay a foundation for the subsequent intensive reading, and also cultivate their logical thinking ability. Scanning (Find Key Information) The teacher asks students to read the text again (scanning) and complete a table about the characteristics of different music styles. The table includes three columns: Music Style, Characteristics and Typical Examples. The teacher gives a sample in the table (e.g., Classical Music: serious, harmonious, with rich melody; Typical Example: Beethoven’s symphonies) and asks students to fill in the information about pop music and folk music according to the text. During the process, the teacher walks around the classroom to guide students who have difficulties, and reminds students to pay attention to key sentences and keywords. After students finish filling in the table, the teacher invites a student to present the completed table, and checks and corrects it together with the whole class. For the key information that students miss, the teacher guides students to find it in the text and emphasizes it, such as the characteristics of pop music (“popular among young people, simple melody, easy to sing”) and folk music (“closely related to people’s life, reflecting local culture and customs”). Design Intention: Scanning training helps students develop the ability to quickly find specific information in the text, which is very practical in daily reading. The form of filling in the table makes the key information more intuitive and clear, which is convenient for students to compare and memorize the characteristics of different music styles. At the same time, it can also check whether students have a basic understanding of the text content, and lay a foundation for the subsequent intensive reading and in-depth analysis. Intensive Reading (Deep Understanding and Language Analysis) In this part, the teacher guides students to read the text carefully paragraph by paragraph, analyzes the key sentences, difficult sentences and the logical relationship between paragraphs, and helps students understand the deep meaning of the text. For Paragraph 1: The teacher takes the key sentence “Music is a universal language that connects people all over the world.” as the breakthrough point, asks students: “What does the author mean by saying music is a universal language? Can you give an example to explain it?” Students are invited to express their views, and the teacher summarizes: Music has no national boundaries. No matter which country you are from, you can feel the emotion conveyed by music, which can connect people with different cultural backgrounds. This sentence also lays the theme of the whole text—that music is an important bridge for cross-cultural communication. For Paragraphs 2-4: The teacher focuses on analyzing the descriptive sentences of different music styles. For example, in Paragraph 2, the sentence “Classical music is usually serious and harmonious, with rich melody and complex rhythm.” The teacher asks students to identify the adjectives used to describe classical music (“serious, harmonious, rich, complex”) and explains the meaning and usage of these adjectives. Then, the teacher guides students to think: “Why does the author use these adjectives to describe classical music? What kind of feeling do they bring to you?” Through discussion, students can understand the accurate expression of language and the emotional connotation behind it. For the difficult sentence in Paragraph 4: “Folk music, which is passed down from generation to generation, reflects the life and customs of a certain region.” The teacher explains the attributive clause in the sentence, helps students understand the structure of the sentence, and points out that the attributive clause here is used to explain the characteristics of folk music, making the description more specific and detailed. For Paragraph 5: The teacher focuses on the influence of music on people’s life. The key sentence “Music can affect people’s emotions, inspire people’s spirits and help people relieve stress.” is analyzed. The teacher asks students: “According to the text, what positive effects does music have on people? Do you have similar experiences in your life?” Students are encouraged to share their own experiences of listening to music, such as listening to music when they are sad to cheer themselves up, or listening to light music when they are tired to relax. Then, the teacher guides students to understand the deep meaning of this paragraph: Music is not only a form of entertainment, but also an important part of people’s life, which can bring positive energy to people. During the intensive reading process, the teacher also guides students to pay attention to the logical connection words in the text, such as “firstly”, “besides”, “finally”, which help to clarify the logical relationship between sentences and paragraphs, and improve students’ ability to analyze the text structure. Design Intention: Intensive reading is the key link to help students deeply understand the text. By analyzing key sentences and difficult sentences, it can help students solve the difficulties in understanding the text, master the accurate usage of language, and improve their language competence. By guiding students to think and discuss, it can cultivate their critical thinking ability and emotional experience ability. Combining the text content with students’ real life can make the text learning more close to students, arouse their emotional resonance, and help them better understand the positive influence of music, thus shaping their positive emotional attitude. Step 4: Post-reading (Consolidation and Application) This step includes two parts: Language Consolidation and Theme Application, which aims to help students consolidate the knowledge learned in the reading process and apply it to practical communication. Language Consolidation The teacher arranges students to do two exercises: (1) Fill in the blanks with the key vocabulary and phrases learned in the text. The teacher designs 5-6 sentences, such as “Music can ______ (inspire) us to work harder.” “Classical music has a ______ (powerful) influence on people’s emotions.” (2) Rewrite the difficult sentences in the text. For example, rewrite the sentence “Folk music, which is passed down from generation to generation, reflects the life and customs of a certain region.” into a simple sentence. After students finish the exercises, the teacher checks the answers together with the whole class, corrects the mistakes, and emphasizes the key points again. Design Intention: The filling-in-the-blank exercise helps students consolidate the mastery of key vocabulary and phrases, and the sentence rewriting exercise helps students master the conversion between complex sentences and simple sentences, improving their language application ability. Through the teacher’s correction and emphasis, it can help students find their own mistakes and deepen their memory of knowledge. Theme Application The teacher arranges a group discussion task: Each group chooses a music style they like (classical, pop, folk or other music styles they know), and discusses the following questions: (1) What are the characteristics of this music style? (2) Why do you like this music style? (3) What influence does this music style have on people’s life? Each group is given enough time to discuss, and the teacher walks around the classroom to guide, help students use the vocabulary and sentences learned in the text to express their views, and remind students to pay attention to the logic and fluency of expression. After the group discussion, each group sends a representative to make a 2-3 minute report to share the group’s views. The teacher comments on each group’s report, affirms the advantages (such as accurate use of vocabulary, clear logic), and puts forward suggestions for improvement (such as adding more specific examples). At the same time, the teacher encourages students to listen carefully to other groups’ reports and learn from each other. In addition, the teacher designs an individual writing task: Ask students to write a short passage (about 80-100 words) titled “My Favorite Music Style”, requiring them to use the vocabulary and sentences learned in the text, introduce the characteristics of their favorite music style and the reasons why they like it. Students start writing in class, and the teacher collects some students’ works after class for comments and correction. Design Intention: The group discussion task can cultivate students’ cooperative learning ability and oral expression ability, and let students apply the knowledge learned in the text to practical communication. The individual writing task can consolidate students’ language knowledge, improve their writing ability, and also reflect their personal views and emotions, which is conducive to the cultivation of their emotional attitude and thinking quality. The teacher’s comments and guidance can help students improve their expression ability and find their own shortcomings. Step 5: Summary and Extension Summary: The teacher invites students to summarize the content of this class together: What did we learn today? What key vocabulary and phrases did we master? What is the main idea of the reading text? After students finish summarizing, the teacher makes a final summary: Today we learned a reading text about music, mastered the key vocabulary and phrases related to music, understood the characteristics of different music styles and the positive influence of music on people’s life. At the same time, we also exercised our reading, speaking and writing abilities, and understood that music is a universal language that can promote cross-cultural communication. Extension: The teacher introduces some extra-curricular resources related to music: (1) Recommend some English songs of different styles for students to listen to after class, and ask them to write a short comment (in English) about the song. (2) Recommend some English articles or documentaries about music, such as a documentary about classical music, to help students understand more about music culture. (3) Encourage students to participate in the school’s music club or English music corner, and use English to communicate with others about music. Design Intention: The summary link helps students sort out the knowledge learned in this class, form a systematic knowledge structure, and deepen their memory. The extension link can expand students’ horizons, enrich their extra-curricular knowledge, and let students continue to learn and practice related to the theme of music after class, which is conducive to the long-term development of their language ability and cultural awareness. At the same time, it can also stimulate students’ interest in learning English and music, and promote the all-round development of students. Step 6: Homework Arrangement 1. Finish the individual writing task “My Favorite Music Style” and revise it according to the teacher’s comments (if any). 2. Listen to the recommended English songs and write a short comment (about 50 words) in English. 3. Preview the next section of the unit and finish the related preview exercises. 4. Collect one English sentence about music and recite it. Design Intention: The homework arrangement is closely related to the content of this class, which can help students consolidate the knowledge learned, improve their writing and listening abilities. Previewing the next section can help students lay a foundation for the next class. Collecting English sentences about music can enrich students’ language accumulation and improve their interest in learning English. 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 $