Unit3 Powerful Music - Reading Actively 讲义-2025-2026学年高中英语重大版必修第一册

Unit 3 Powerful Music - Reading Actively 教学目标和重难点 教学目标 Language competence: Master music-related words and reading strategies. Cultural awareness: Understand music’s role in cross-cultural communication. Thinking quality: Develop logical and critical thinking. Learning ability: Cultivate autonomous and cooperative learning habits. 教学重难点 Key points: Grasp the text’s main idea and details, master skimming and scanning skills. Difficult points: Analyze music’s cultural connotations and use target language to express views on music. 教学过程 Pre-reading: Lead-in and Preview (Warm-up & Activation) Activity 1: Music Appreciation and Free Talk. Play 3 short music clips of different styles: classical music (e.g., Beethoven’s Moonlight Sonata), pop music (e.g., a positive English pop song), and folk music (e.g., a simple English folk song). After playing each clip, ask students two questions: “How does this music make you feel?” and “What do you think this music is used for?” Invite students to share their answers freely, and guide them to use simple English expressions such as “calm and relaxed”, “energetic”, “express happiness” or “relieve pressure”. During the sharing, the teacher writes down key words and expressions related to music and feelings on the blackboard, such as “melody”, “rhythm”, “emotion”, “relax”, “inspire”, “comfort”. Design Intention: This activity takes music appreciation as the starting point, which is close to students’ daily life and can quickly arouse their interest in the lesson. By listening to different styles of music, students can activate their existing knowledge and experience about music, lay a foundation for understanding the theme of the text. Meanwhile, the free talk link helps students practice oral expression in a relaxed atmosphere, reduces their anxiety about using English, and paves the way for the subsequent reading activities. Activity 2: Preview Check and Vocabulary Guidance. Ask students to show their preview notes, and check the mastery of new words and phrases in the reading text, such as “powerful”, “impact”, “shape”, “reflect”, “cultural background”, “emotional connection”, “cross-cultural communication”. For difficult words, the teacher guides students to guess the meaning through context or pictures. For example, show a picture of people cheering to explain “inspire”; use the sentence “Music has a powerful impact on people’s mood” to help students understand the meaning of “impact”. Then, organize students to work in pairs to make short sentences with the new words, and invite several pairs to present their sentences to ensure that students can initially master the usage of the new words. Design Intention: Preview is an important part of cultivating students’ learning ability. Checking the preview situation can urge students to form a good learning habit of independent preview. Vocabulary is the foundation of reading comprehension. By guiding students to master new words and phrases in advance, we can reduce the obstacles in their reading process, help them focus more on understanding the text content and training reading skills, and lay a solid language foundation for the in-class reading activities. Activity 3: Predict the Text Content. Show the title of the reading text “Powerful Music” and the pictures in the text (if any). Ask students: “Based on the title and pictures, what do you think the text will talk about?” Guide students to make predictions from different angles, such as “the influence of music on people’s life”, “different types of music and their characteristics”, “the role of music in cultural communication” or “personal stories related to music”. Write down students’ predictions on the blackboard, and tell them to verify their predictions in the subsequent reading process. Design Intention: Predicting the text content is an important reading strategy, which can help students establish a connection between their existing knowledge and the new text. It can also stimulate students’ curiosity and motivation to read, make them read with a clear purpose, and improve their reading efficiency. At the same time, this activity can cultivate students’ logical thinking ability, as they need to infer the possible content of the text based on the given information. While-reading: Text Analysis and Skill Training (Comprehension & Practice) Activity 1: Skimming to Get the Main Idea. Ask students to read the text quickly, without paying too much attention to new words or difficult sentences. After reading, let them answer two questions: “What is the main topic of the text?” and “What is the author’s attitude towards the power of music?” Then, invite students to share their answers, and the teacher summarizes and confirms: The text mainly discusses the powerful impact of music on people’s emotions, life and cultural communication, and the author holds a positive and affirmative attitude towards the power of music. At the same time, guide students to find the topic sentence of each paragraph, and help them sort out the overall structure of the text: the first paragraph introduces the universality of music, the middle paragraphs elaborate on the different roles of music, and the last paragraph summarizes the importance of music. Design Intention: Skimming is a basic reading skill that helps students quickly grasp the core content of the text. By asking students to answer questions about the main idea and the author’s attitude, we can test whether they have mastered the key information of the text. Finding the topic sentence and sorting out the text structure can help students understand the logical relationship between paragraphs, cultivate their ability to sort out and summarize information, and lay a foundation for in-depth reading. Activity 2: Scanning to Find Specific Details. Divide students into 4 groups, and assign different tasks to each group. Group 1: Find the details about how music affects people’s emotions (e.g., music can make people happy, calm, or inspired). Group 2: Find the examples that show music’s impact on people’s life (e.g., music helps people relieve stress, strengthen friendship, or get through difficult times). Group 3: Find the content about music’s role in cross-cultural communication (e.g., music is a universal language that connects people from different countries and cultures). Group 4: Find the author’s supporting arguments for the power of music (e.g., specific cases or research results). After students finish reading and searching, each group sends a representative to share their findings, and the teacher supplements and corrects them, helping students clarify the key details of the text. During the process, the teacher guides students to mark the key sentences and words in the text, and explains the difficult sentences in time, such as complex sentences or long sentences, to help students understand the text accurately. Design Intention: Scanning is another important reading skill that helps students quickly find specific information in the text. Dividing students into groups to complete the task can cultivate their cooperative learning ability, make them learn from each other and improve their learning efficiency. By focusing on different details, students can have a comprehensive understanding of the text content, and at the same time, they can further consolidate the new words and phrases they have learned, and improve their ability to understand and extract specific information. Activity 3: In-depth Reading to Analyze the Text. Guide students to read the text again carefully, and focus on analyzing the following points: The author’s writing purpose: Why does the author write this text? (To let readers understand the powerful impact of music and arouse people’s love for music.) The rhetorical devices used in the text: Ask students to find the rhetorical devices such as metaphor, personification or example in the text, and analyze their functions. For example, “Music is a universal language” is a metaphor, which vividly illustrates that music can transcend national boundaries and cultural differences and connect people. The logical relationship between paragraphs: Guide students to analyze how each paragraph is connected to the theme, and how the author develops the theme step by step. For example, the first paragraph leads to the theme by talking about the universality of music, the middle paragraphs elaborate on the different roles of music from different angles, and the last paragraph summarizes the theme and emphasizes the importance of music. Cultural connotations in the text: Combine the text content to introduce the cultural background of different types of music mentioned in the text, such as the origin and characteristics of classical music and folk music in different countries, and guide students to understand that music is not only an art form but also a carrier of culture, which reflects the cultural values and customs of different regions. Design Intention: In-depth reading is the key link to improve students’ reading ability and thinking quality. By analyzing the author’s writing purpose, rhetorical devices and logical relationship, students can understand the text more deeply, improve their ability to appreciate and analyze the text. Introducing the cultural background of music can help students cultivate cultural awareness, understand the diversity of music culture, and lay a foundation for cross-cultural communication. At the same time, this activity can also cultivate students’ critical thinking ability, as they need to think and analyze the text from multiple angles. Post-reading: Consolidation, Application and Extension (Application & Development) Activity 1: Text Retelling. Ask students to retell the text in their own words, with the help of the key words and sentences sorted out in the while-reading link. They can retell the text individually, in pairs or in groups. For students who have difficulty in retelling, the teacher can give them a retelling outline, such as “First, the text introduces... Then, it elaborates on... Finally, it summarizes...”. After retelling, the teacher comments on students’ performance, affirming their advantages and pointing out their shortcomings, such as incorrect use of words, incomplete content or unclear logic, and guides them to correct. Design Intention: Text retelling is an effective way to consolidate the text content and improve students’ language expression ability. By retelling the text in their own words, students can deepen their understanding of the text, and at the same time, they can practice using the new words, phrases and sentence patterns they have learned, improving their oral and written expression ability. The retelling outline can help students with weak foundation complete the task smoothly, protect their learning enthusiasm, and achieve the purpose of hierarchical teaching. Activity 2: Group Discussion. Put forward a discussion topic: “How does music affect your life? Share your own experience with music and express your views on the power of music.” Divide students into groups of 4-5, and let them discuss freely. During the discussion, the teacher walks around to guide students, encourages them to use the words, phrases and sentence patterns learned in the text to express their views, and helps students solve the problems encountered in the discussion, such as lack of words or incorrect sentence structure. After the discussion, each group sends a representative to make a report, sharing the group’s views and experiences. The teacher makes a summary and comment, affirming the wonderful views of each group, and guiding students to realize that music plays an important role in everyone’s life, and we should cherish and appreciate music. Design Intention: Group discussion can provide students with more opportunities to use English, improve their oral expression ability and cooperative learning ability. The discussion topic is close to students’ daily life, which can stimulate their enthusiasm for participation and make them actively express their views. By sharing their own experiences, students can deepen their understanding of the theme of the text, and at the same time, they can cultivate their ability to connect the text content with their own life, realizing the application of knowledge. In addition, the discussion can also cultivate students’ critical thinking ability, as they need to listen to the views of others and express their own opinions. Activity 3: Language Practice. Assign a short writing task: Ask students to write a short passage (about 80-100 words) titled “The Power of Music in My Life”, requiring them to use the new words and sentence patterns learned in the text, and combine their own experiences to express their views on the power of music. After students finish writing, collect some students’ works, read them aloud in class, and comment on them, pointing out their advantages and shortcomings, and guiding students to revise their works. At the same time, select excellent works and display them in the classroom to encourage students. Design Intention: Writing is an important part of language output, which can help students consolidate the language knowledge they have learned and improve their written expression ability. The writing task is closely related to the text theme and students’ life, which can reduce the difficulty of writing and improve students’ writing enthusiasm. By commenting and revising the works, students can find their own shortcomings and improve their writing level. Displaying excellent works can stimulate students’ learning motivation and create a good learning atmosphere. Activity 4: Cultural Extension. Introduce some famous musicians and their works in the world, such as Beethoven, Mozart, and their representative works, and briefly introduce the cultural background and artistic value of these works. Then, guide students to compare the music culture of China and foreign countries, such as the differences between Chinese folk music and foreign folk music in terms of style, instrument and cultural connotation, and ask students: “What can we learn from the diversity of music culture?” Guide students to realize that we should respect the diversity of music culture, learn from each other, and promote cross-cultural communication through music. Finally, recommend some English music resources to students, such as English songs, music documentaries, and encourage them to listen to and watch after class to expand their knowledge of music culture. Design Intention: Cultural extension can help students expand their cultural horizons, cultivate their cultural awareness, and understand the diversity of music culture. By comparing Chinese and foreign music culture, students can deepen their understanding of their own culture and foreign cultures, enhance their cultural confidence, and learn to respect and tolerate different cultures. Recommending after-class music resources can guide students to carry out autonomous learning, cultivate their learning ability, and make the teaching content extend from the classroom to after class, forming a good learning cycle. Summary and Homework (Summary & Consolidation) Summary: The teacher leads students to summarize the content of this lesson, including the main idea of the text, the key words and phrases, the reading strategies (skimming and scanning) and the cultural connotations of music. Emphasize that music is a powerful art form, which can affect people’s emotions and life, and promote cross-cultural communication. At the same time, summarize the performance of students in this lesson, affirm their progress, and put forward hopes for their future learning. Design Intention: Summarizing the lesson can help students sort out the knowledge they have learned in this lesson, consolidate the key points, and form a systematic knowledge framework. Affirming students’ performance can enhance their learning confidence and motivation, and putting forward hopes can guide students to continue to learn and make progress. Homework: Review the text and recite the key words, phrases and key sentences. Revise the short passage written in class and hand it in the next class. Listen to an English song after class, write a short comment (about 50 words) to express your feelings and understanding of the song. Search for information about a famous musician and his works, and prepare a short English report (about 100 words) for the next class. Design Intention: Homework is an important link to consolidate the teaching effect and cultivate students’ autonomous learning ability. Reviewing and reciting can help students consolidate the language knowledge they have learned. Revising the short passage can improve students’ writing level. Listening to English songs and writing comments can help students practice listening and written expression, and at the same time, expand their knowledge of music culture. Searching for information and preparing reports can cultivate students’ ability to collect and sort out information, and lay a foundation for the next class’s sharing activity. Teaching Reflection (Supplementary) This lesson takes the theme of “Powerful Music” as the main line, closely combines the four-dimensional core literacy, and designs a series of teaching activities from pre-reading, while-reading to post-reading. The teaching activities are close to students’ life, which can effectively arouse students’ learning interest. In the teaching process, we pay attention to the training of reading strategies, the consolidation of language knowledge, the cultivation of cultural awareness and thinking quality, and the improvement of learning ability. However, in the actual teaching process, we should pay attention to the differences between students, give more guidance and help to students with weak foundation, and ensure that every student can gain something. At the same time, we can further integrate information technology into teaching, such as using videos, pictures and other resources to make the teaching more vivid and interesting, and improve the teaching effect. 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 $