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

Unit 3 Powerful Music-Exploring and Using 教学目标和重难点 教学目标 Language Competence: Students can master music-related vocabulary and attributive clauses for narrative functions, and use English to express feelings and views on music. Cultural Awareness: They understand the value of music in different cultures, respect cultural diversity and enhance cultural confidence. Thinking Quality: They develop logical reasoning and critical thinking by analyzing music texts and exploring the connection between music and emotions. Learning Ability: They cultivate autonomous and cooperative learning skills through inquiry activities, and form good learning strategies. 教学重难点 Key Points: Mastering core vocabulary such as resilience and catharsis, and grasping the narrative function of attributive clauses in music-related contexts; using English to describe music styles and express personal feelings about music. Difficult Points: Applying attributive clauses flexibly in oral and written expression; understanding the cultural connotation behind different music styles and conducting in-depth analysis. 教学过程 Step 1: Lead-in — Activate Prior Knowledge and Arouse Interest Teacher’s Activities: Play a 2-minute excerpt of Beethoven’s Symphony No. 5 in C Minor (Fate), and then ask students two questions in English: “How do you feel when listening to this music? What do you think this music wants to convey?” After students think for a while, invite 3-4 students to share their answers. Then, present some pictures of different music styles (classical music, jazz, African drum music, Chinese guqin music) on the screen, and guide students to discuss in pairs: “What do you know about these music styles? Have you ever listened to any works of these styles?” Finally, summarize students’ answers briefly, and introduce the theme of this lesson: “Today we will explore the power of music and learn to use English to talk about music, its emotions and cultural connotations through the Exploring and Using part.” Students’ Activities: Listen to the music carefully, feel the emotions conveyed by the music, think about the teacher’s questions actively, share their own feelings and views with the class. Discuss with partners about different music styles, exchange their own understanding and listening experience, and actively participate in the class summary. Design Intention: The lead-in link takes Beethoven’s Fate Symphony as the starting point, which is closely related to the text content of the unit and can quickly attract students’ attention. Asking questions and organizing pair discussions can activate students’ prior knowledge about music, stimulate their interest in learning, and lay a good foundation for the follow-up teaching. At the same time, it can cultivate students’ ability to express personal feelings in English initially, and infiltrate the cultivation of language competence and cultural awareness. Step 2: Vocabulary Exploration — Master Core Vocabulary and Build Vocabulary Network Teacher’s Activities: First, present the core vocabulary of this lesson on the screen: resilience, catharsis, tempo, dynamics, mode, melody, rhythm, inspire, comfort, convey. For each word, explain its meaning in simple English, combine specific examples related to music to help students understand, and guide students to read the words correctly. For example, when explaining “resilience”, say: “Resilience means the ability to recover quickly from difficulties. Beethoven wrote Fate Symphony when he was deaf, which shows his great resilience.” When explaining “catharsis”, explain: “Catharsis is the process of releasing strong emotions through music, art or other ways. When you feel sad, listening to music can help you achieve catharsis.” Then, organize students to carry out a vocabulary matching activity: divide students into groups of 4, give each group a set of word cards and meaning cards, and ask them to match the words with their correct meanings within a certain time. After the activity, check the results, correct the wrong matches, and explain the key and difficult words again. Next, guide students to build a vocabulary network: take “powerful music” as the core, and connect the learned vocabulary according to their meanings (such as words describing music elements: tempo, dynamics, melody; words describing emotions conveyed by music: inspire, comfort, convey; words describing personal qualities related to music: resilience). Finally, ask students to make sentences with 3-4 core words, and invite some students to share their sentences in class, correcting grammatical mistakes and inappropriate expressions. Students’ Activities: Listen to the teacher’s explanation carefully, remember the meaning and pronunciation of the core vocabulary, and read the words actively. Participate in the vocabulary matching activity in groups, cooperate with group members to complete the task, and check their own mastery of vocabulary. Build a vocabulary network with group members, sort out the logical relationship between words, and deepen the understanding and memory of vocabulary. Make sentences with core words independently, share their own sentences, and correct mistakes according to the teacher’s comments. Design Intention: Vocabulary is the foundation of language learning. This link focuses on the core vocabulary related to music, and uses simple English explanation and music-related examples to help students understand the meaning and usage of words, avoiding the mechanical memory of vocabulary. Vocabulary matching and vocabulary network building activities can enhance the interactivity of the class, cultivate students’ cooperative learning ability, and help students sort out the logical relationship between words, forming a systematic vocabulary reserve. Sentence-making practice can connect vocabulary learning with language application, laying a foundation for the follow-up listening, speaking, reading and writing activities, and realizing the cultivation of language competence and learning ability. Step 3: Grammar Exploration — Master the Narrative Function of Attributive Clauses Teacher’s Activities: First, present two sentences on the screen, which are selected from the unit text: 1. Beethoven, who was deaf in his later years, wrote many great musical works. 2. The music that we listened to just now is Beethoven’s Fate Symphony. Ask students to observe the two sentences carefully, and discuss in pairs: “What is the function of the clauses in the two sentences? What words are used to guide the clauses?” After the discussion, invite students to share their findings, and then summarize: “These two clauses are attributive clauses, which are used to modify the nouns before them. ‘Who’ is used to modify people, and ‘that’ is used to modify things.” Then, explain the narrative function of attributive clauses in music-related contexts: “In the discussion of music, we often use attributive clauses to introduce the background of musicians, the characteristics of musical works or the feelings brought by music, which can make our expression more detailed and vivid.” Then, give some examples related to music, and guide students to analyze the structure and function of attributive clauses: 3. Jazz, which originated in the United States, is very popular all over the world. 4. The melody that touches me most is from this song. For each example, ask students to point out the antecedent, the relative pronoun and the function of the attributive clause. Next, organize students to carry out a grammar practice activity: divide students into groups, give each group a set of prompts (including musicians, musical works, music styles, etc.), and ask them to make sentences with attributive clauses according to the prompts. For example, the prompt “Beethoven, deaf, write great works” can be made into “Beethoven, who was deaf in his later years, wrote many great works.” After the activity, invite each group to share 2-3 sentences, check the correctness of the sentences, and correct the mistakes in the use of relative pronouns and sentence structure. Finally, summarize the key points of the grammar: the relative pronouns commonly used in attributive clauses (who, that, which), their usage scope, and the narrative function of attributive clauses in music-related expression, emphasizing that when using attributive clauses, we should pay attention to the consistency of subject and predicate, and the correct use of relative pronouns. Students’ Activities: Observe the example sentences carefully, discuss with partners to explore the structure and function of attributive clauses, and actively share their findings. Listen to the teacher’s explanation of the narrative function of attributive clauses, analyze the example sentences, and deepen the understanding of the grammar. Participate in the group grammar practice activity, cooperate with group members to make sentences with attributive clauses, and improve the ability of flexible application. Listen to the teacher’s summary, sort out the key points of the grammar, and correct their own mistakes. Design Intention: Grammar learning is an important part of language competence training. This link starts with example sentences closely related to the unit theme, guides students to explore and summarize the grammar rules independently, which is in line with the learning law of senior high school students and can improve their ability of independent thinking. The combination of explanation and practice makes students master the usage of attributive clauses in a targeted way, and the practice closely related to music themes can make grammar learning no longer boring, and realize the integration of grammar learning and theme exploration. At the same time, group activities can cultivate students’ cooperative learning ability and thinking quality. Step 4: Listening and Comprehension — Improve Listening Ability and Perceive Music Culture Teacher’s Activities: First, introduce the listening material briefly: “The listening material is a dialogue between two students, talking about their favorite music styles, including classical music and jazz, and their feelings about these music styles. Before listening, let’s look at the listening tasks together.” Then, present the listening tasks on the screen: Task 1: Listen to the dialogue and choose the correct answers to the following questions (multiple choice questions, focusing on the main content of the dialogue, such as the favorite music styles of the two students, the reasons for their preference, etc.). Task 2: Listen to the dialogue again and fill in the blanks (focusing on the key vocabulary and attributive clauses in the dialogue). Then, play the listening material twice. For the first time, ask students to listen carefully and complete Task 1. For the second time, ask students to listen carefully again and complete Task 2. After listening, check the answers with the whole class, explain the key and difficult points in the listening material, such as the key words and sentences, and the cultural background related to classical music and jazz. For example, when explaining the dialogue content about jazz, introduce briefly: “Jazz originated in the United States in the late 19th century, which is a combination of African music and European music, and it is famous for its improvisation.” Next, organize students to discuss in groups: “What do you think of the two music styles mentioned in the listening material? Do you like them? Why or why not?” Guide students to use the core vocabulary and attributive clauses learned in this lesson to express their views. After the discussion, invite some groups to share their discussion results, and comment on their expressions, affirming the advantages and pointing out the areas that need improvement. Students’ Activities: Listen to the teacher’s introduction of the listening material carefully, understand the listening tasks. Listen to the listening material twice, complete the listening tasks carefully, and check their own answers. Participate in the group discussion, express their views on classical music and jazz, use the learned vocabulary and grammar to organize their language, and communicate with group members. Share the group’s discussion results with the class, and listen to the teacher’s comments carefully to improve their own expression ability. Design Intention: Listening is an important part of language input, and it is also an effective way to perceive foreign culture. This link selects listening materials closely related to the unit theme and the learned content, which can not only improve students’ listening ability, but also let them understand the cultural background of different music styles, infiltrating the cultivation of cultural awareness. The design of listening tasks is gradual, from understanding the main content to grasping the key details, which is in line with the law of listening training. Group discussion after listening can connect listening input with oral output, improve students’ oral expression ability, and realize the integration of listening and speaking, which is conducive to the cultivation of language competence and thinking quality. Step 5: Speaking Practice — Improve Oral Expression Ability and Strengthen Cooperation Teacher’s Activities: First, introduce the speaking task: “Now we will carry out a group discussion activity. The topic is ‘The Power of Music in Our Life’. Each group will discuss the following questions: 1. What role does music play in our daily life? 2. Can you share a piece of music that has influenced you deeply? Please describe it and explain why it has influenced you. 3. How can we use music to help others or convey positive energy?” Then, give students some tips: “When discussing, you can use the core vocabulary and attributive clauses we learned today. For example, you can say ‘The music that has influenced me deeply is...’, ‘Music, which can comfort our hearts, plays an important role in our life.’” Then, divide students into groups of 5, and ask them to discuss the topic for a period of time. During the discussion, the teacher walks around the classroom, observes the discussion situation of each group, helps students solve the problems encountered in expression, such as the improper use of vocabulary and grammar, and guides students to express their views more clearly and fluently. After the discussion, organize the group presentation: each group selects a representative to present the group’s discussion results to the class, and the presentation time is 2-3 minutes. After each group’s presentation, ask other students to comment on their presentation, such as the clarity of expression, the correct use of vocabulary and grammar, and the richness of content. Then, the teacher makes a summary comment, affirming the advantages of each group, such as active participation, correct use of learned knowledge, and puts forward suggestions for improvement, such as improving the fluency of expression and enriching the content of the presentation. Finally, invite students to share their personal feelings: “After the discussion and presentation, do you have any new understanding of the power of music? Please share your feelings briefly.” Students’ Activities: Listen to the teacher’s introduction of the speaking task carefully, understand the discussion questions and tips. Discuss the topic with group members actively, cooperate with each other, use the learned vocabulary and grammar to express their views, and solve the problems encountered in expression with the help of the teacher. Prepare the group presentation, select the representative, and sort out the discussion results. Listen to the presentations of other groups, comment on them actively, and listen to the teacher’s summary comment. Share their personal feelings about the power of music, and deepen their understanding of the theme. Design Intention: Speaking practice is an important way to improve students’ language application ability. This link takes the theme of “the power of music” as the core, designs open discussion questions, which can stimulate students’ enthusiasm for participation and give full play to their initiative. The tips provided by the teacher can help students better use the learned knowledge to carry out oral expression, avoid the situation of being unable to speak. Group discussion and presentation can cultivate students’ cooperative learning ability and oral expression ability, and the comment link can help students find their own shortcomings and improve their expression level. At the same time, through discussing the role of music in life, students can deeply understand the power of music, which is conducive to the cultivation of cultural awareness and emotional attitude. Step 6: Writing Practice — Integrate Knowledge and Improve Writing Ability Teacher’s Activities: First, introduce the writing task: “Today we will write a short passage about ‘A Piece of Music That Touches Me’. The requirements are as follows: 1. Introduce the basic information of the music (such as the name, the composer, the music style). 2. Describe the feelings you have when listening to the music. 3. Explain why this music touches you and what influence it has on you. 4. Use at least 3 core vocabulary and 2 attributive clauses learned in this lesson. 5. The passage should be coherent and logical.” Then, guide students to sort out the writing ideas: “First, we can start with the introduction of the music, such as ‘The music that touches me most is... which is composed by...’. Then, describe the feelings when listening to the music, using the vocabulary such as inspire, comfort, convey. Finally, explain the influence of the music on you, combining your own experience.” Then, present a writing model on the screen, which includes the core vocabulary and attributive clauses learned in this lesson, and guide students to learn from the model, such as the structure of the passage, the use of vocabulary and grammar. Then, ask students to write the passage independently. During the writing process, the teacher walks around the classroom, provides help for students who have difficulties, such as guiding them to organize their ideas, correcting the mistakes in vocabulary and grammar, and reminding them to meet the writing requirements. After students finish writing, ask them to check their own passages first, focusing on the correct use of vocabulary and grammar, the coherence of the passage, and whether the requirements are met. Then, organize students to exchange their passages in pairs, and help each other correct mistakes and put forward suggestions for improvement. Finally, select 2-3 students’ passages (including excellent passages and passages with common mistakes) to display on the screen, comment on them with the whole class, affirm the advantages of the excellent passages, and analyze the common mistakes, such as the improper use of relative pronouns, the incorrect collocation of vocabulary, and guide students to correct them. Then, ask students to revise their own passages according to the comments. Students’ Activities: Listen to the teacher’s introduction of the writing task carefully, understand the writing requirements and ideas. Learn from the writing model, sort out their own writing ideas, and start writing independently. During the writing process, ask the teacher for help when encountering difficulties. Check their own passages carefully after finishing writing, and exchange passages with partners to help each other correct mistakes. Listen to the teacher’s comments on the displayed passages, analyze the common mistakes, and revise their own passages according to the comments. Design Intention: Writing is an important way to test students’ comprehensive language application ability. This writing task is closely related to the unit theme and the learned content, which can help students integrate the vocabulary and grammar learned in this lesson, and realize the application of knowledge. The guidance of writing ideas and the display of writing models can help students clarify the writing direction, avoid the situation of being unable to start writing. Independent writing, mutual correction and teacher’s comment can help students find their own shortcomings, improve their writing ability, and cultivate their ability of self-reflection and cooperative learning. At the same time, through writing about the music that touches them, students can further perceive the power of music, and realize the integration of language learning and emotional education. Step 7: Summary and Extension — Consolidate Knowledge and Expand Vision Teacher’s Activities: First, summarize the content of this lesson with the whole class: “Today we have explored the power of music through the Exploring and Using part. We have mastered the core vocabulary related to music, the narrative function of attributive clauses, and improved our listening, speaking, reading and writing abilities. We have also discussed the role of music in our life and understood the cultural connotation behind different music styles.” Then, put forward the extension task: “After class, please do the following two things: 1. Listen to a piece of foreign music that you have never heard before, and write a short comment (about 50 words) using the learned vocabulary and grammar. 2. Collect some information about Chinese traditional music, and prepare to share it in the next class, so that we can understand the charm of Chinese traditional music and enhance our cultural confidence.” Finally, end the lesson with a sentence: “Music is a universal language that can cross borders and convey emotions. I hope you can feel the power of music in your daily life, love music and learn English well.” Students’ Activities: Listen to the teacher’s summary carefully, sort out the knowledge learned in this lesson, and consolidate the key and difficult points. Record the extension task, and make a plan to complete it after class. Listen to the teacher’s closing remarks, and deepen their understanding of the theme of “powerful music”. Design Intention: The summary link can help students sort out the knowledge learned in this lesson, form a systematic knowledge framework, and consolidate the learning effect. The extension task is closely related to the unit theme and cultural awareness cultivation, which can not only consolidate the knowledge learned in this lesson, but also expand students’ vision, let them understand more music cultures, and enhance their cultural confidence. At the same time, it can connect classroom learning with after-class learning, cultivate students’ autonomous learning ability, and realize the sustainable development of learning ability. 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 $