Unit 3 Powerful Music-Listening, Understanding and Communicating 讲义-2025-2026学年高中英语重大版必修第一册

Unit 3 Powerful Music-Listening, Understanding and Communicating 教学目标和重难点 教学目标 It focuses on developing students’ language ability to understand and express music-related topics in English, cultural awareness to appreciate diverse music cultures, thinking quality to analyze music’s values logically, and learning ability to master effective listening and communication strategies independently. 教学重难点 Key points: Master music-related vocabulary and expressions, obtain and sort out key information from listening materials. Difficult points: Infer speakers’ emotions and attitudes through intonation, and communicate views on music fluently and logically in English. 教学过程 Pre-listening: Lead-in and Preparation (Warm-up and Vocabulary Building) The pre-listening stage is designed to activate students’ prior knowledge, arouse their interest in the theme of “Powerful Music”, and lay a solid foundation for listening comprehension by helping them master key vocabulary and expressions. This stage closely follows the requirements of core literacy, especially cultivating students’ language ability and learning ability. First, the teacher starts with a multimedia presentation. Show students short video clips of different types of music, including classical music (such as Beethoven’s Symphony No. 5), pop music, folk music, and African drum music. Each video clip lasts for 15 to 20 seconds, with no English subtitles. After playing all the clips, the teacher asks students to discuss in pairs: “What kind of music did you hear? How did it make you feel? Can you describe it in simple English or Chinese?” This activity lasts for 3 minutes. After the discussion, invite 2 to 3 groups to share their opinions. For example, if a student says “It’s a fast-paced music, and it makes me excited”, the teacher can guide them to use more accurate expressions like “It’s an upbeat piece of music that fills me with excitement”. Design Intention: By showing diverse music video clips, students can quickly enter the theme of “Powerful Music”, arouse their emotional resonance with music, and reduce their anxiety about listening in English. The pair discussion activity not only activates students’ existing vocabulary related to music and emotions but also cultivates their initial communication ability, laying a foundation for the subsequent listening and communicating links. At the same time, guiding students to use more accurate English expressions helps improve their language ability subtly. Next, the teacher focuses on teaching key vocabulary and expressions related to the listening materials. According to the unit focus and listening content, the key vocabulary includes “symphony”, “rhythm”, “melody”, “emotion”, “resilience”, “catharsis”, “improvise”, “appreciate”, and key expressions include “be filled with”, “take one’s breath away”, “touch one’s heart”, “express one’s feelings”, “have a great impact on”. The teacher presents each word and expression with corresponding pictures, audio pronunciations, and simple example sentences. For example, when teaching “symphony”, show a picture of an orchestra playing, play the pronunciation of the word, and give the example sentence “Beethoven’s Fifth Symphony is a symbol of struggle and perseverance”. For “touch one’s heart”, the example sentence is “The beautiful melody of the song touched my heart deeply”. After explaining, the teacher organizes a quick memory game: show the Chinese meaning of the words or expressions, and ask students to stand up and say the corresponding English quickly; or show the English words, and ask students to make simple sentences orally. This activity lasts for 5 minutes. Design Intention: Vocabulary is the basis of listening comprehension. Mastering these key words and expressions can help students avoid misunderstandings caused by unknown vocabulary during listening, which is the key to improving listening efficiency. The combination of pictures, audio, and example sentences makes vocabulary teaching more vivid and intuitive, helping students remember and understand better. The quick memory game increases the interactivity of the class, stimulates students’ learning enthusiasm, and cultivates their learning ability of active memory and quick response. Finally, the teacher briefly introduces the background of the listening materials. Tell students that the listening materials will be two conversations: one is a dialogue between two students talking about their favorite music types and the reasons; the other is an interview with a music teacher about how music affects people’s emotions and lives. The teacher asks students to predict: “What do you think they will talk about? What kind of questions will the interviewer ask?” Guide students to make reasonable predictions based on the theme and their own experience. For example, students may predict that they will talk about the advantages of their favorite music, or how music helps people relieve stress. Design Intention: Making predictions before listening can activate students’ thinking, let them have a clear direction during listening, and improve their ability to capture key information. At the same time, this activity also cultivates students’ logical thinking ability, which is in line with the requirements of cultivating thinking quality in core literacy. While-listening: Comprehension and Analysis (Information Extraction and Deep Understanding) The while-listening stage is the core part of this lesson, aiming to help students gradually improve their listening comprehension ability, from extracting basic information to understanding the deep meaning of the listening materials. This stage focuses on cultivating students’ language ability and thinking quality, guiding students to listen carefully, analyze and sort out information, and lay a foundation for subsequent communication. First, play the first listening material (dialogue between two students) for the first time. The requirement for students is to listen carefully and answer two simple questions: 1. What are the two students talking about? 2. What is the girl’s favorite music type? After playing, the teacher invites students to answer the questions. If students have different answers, play the relevant part of the listening material again to help them confirm. For example, if the girl’s favorite music type is classical music, and some students say pop music, the teacher can play the sentence “I prefer classical music because it is full of deep emotions and can make me calm down” again, so that students can correct their mistakes. Design Intention: The first listening focuses on the overall understanding of the listening material, allowing students to grasp the main content of the dialogue, which conforms to the law of listening comprehension (from overall to local). Simple questions can reduce students’ listening pressure, enhance their confidence in listening, and lay a foundation for further listening. Then, play the first listening material for the second time. This time, ask students to fill in the blanks according to the listening content. The blanks are mainly about key information such as the reasons why the two students like their favorite music types, the characteristics of the music, and their feelings after listening. For example: 1. The boy likes pop music because it is ______ and can make him ______. 2. The girl thinks classical music is ______ and can help her ______ when she is anxious. After students finish filling in the blanks, the teacher checks the answers one by one, and explains the key sentences and difficult points in the listening material. For example, if there is a sentence “Pop music has a strong rhythm and is easy to sing along with”, the teacher can explain the meaning of “rhythm” and “sing along with”, and guide students to read the sentence aloud to familiarize themselves with the pronunciation and intonation. Design Intention: The second listening focuses on extracting key details, which can help students deepen their understanding of the listening material and master the specific information in the dialogue. Filling in the blanks is a targeted training method that can effectively improve students’ ability to capture key information. Explaining difficult points and key sentences helps students solve listening obstacles in time, consolidate their language knowledge, and improve their language ability. Next, play the second listening material (interview with a music teacher) for the first time. The requirement for students is to listen carefully and sort out the main points of the interview: 1. The role of music in people’s lives. 2. How music affects people’s emotions. 3. The teacher’s suggestions on how to appreciate music. After playing, organize students to discuss in groups of four, sort out the main points together, and then invite a representative from each group to report. The teacher supplements and corrects the students’ reports, and summarizes the main points of the interview on the blackboard or PPT. Design Intention: The interview material is more complex than the dialogue, with more information and a more formal language style. The first listening requires students to sort out the main points, which can cultivate their ability to generalize and sort out information, and exercise their logical thinking ability. Group discussion allows students to communicate and cooperate, learn from each other, and improve their communication ability and cooperative learning ability, which is in line with the requirements of cultivating learning ability. Then, play the second listening material for the second time. This time, ask students to do a true or false question exercise. The questions are designed around the details of the interview, such as: 1. The music teacher thinks that music can only help people relieve stress. (False) 2. Happy music can make people feel energetic. (True) 3. The teacher suggests that we should listen to music without thinking about its meaning. (False) After students finish answering, the teacher checks the answers, and plays the relevant parts of the listening material to explain the reasons for the true or false. For example, for the first question, the teacher can play the sentence “Music not only helps people relieve stress but also encourages people to face difficulties bravely”, so that students can understand why the answer is false. Design Intention: True or false questions can test students’ understanding of details and their ability to distinguish right from wrong. By explaining the reasons, students can further deepen their understanding of the listening material, grasp the deep meaning of the teacher’s words, and cultivate their critical thinking ability. At the same time, replaying the relevant parts helps students correct their mistakes in time and improve their listening accuracy. Finally, play both listening materials again. Ask students to listen carefully and pay attention to the intonation of the speakers, and try to imitate the speakers’ tone when speaking. After playing, invite several students to imitate a short part of the dialogue or interview, and the teacher comments on their imitation, focusing on intonation and pronunciation. For example, if a student imitates the girl’s tone when talking about classical music, the teacher can guide them to use a softer and more gentle tone to show the girl’s love for classical music. Design Intention: Paying attention to intonation and imitating speaking can help students better understand the speakers’ emotions and attitudes, which is the key to improving listening comprehension and oral expression ability. Imitation activities can also enhance students’ sense of language, improve their pronunciation and intonation, and lay a foundation for subsequent oral communication. This activity also cultivates students’ learning ability of imitation and summary. Post-listening: Consolidation and Communication (Application and Extension) The post-listening stage is designed to help students consolidate the knowledge and skills learned in the listening process, apply the language knowledge and communication skills to practical communication, and extend the theme of the lesson to cultivate students’ comprehensive quality. This stage focuses on cultivating all four core literacy, especially cultural awareness and communication ability. First, organize a “Music Sharing” activity. Ask students to work in pairs, and each student shares their favorite music with their partner. The sharing content should include: 1. The type of music. 2. The reason why they like it. 3. How the music affects their emotions or lives. 4. A brief introduction to the music (such as the singer, composer, or background). The teacher provides some sentence patterns to help students express themselves, such as: “My favorite music type is...”, “I like it because...”, “It makes me feel...”, “This music was composed by...”, “It has a great impact on me because...”. Students have 5 minutes to prepare, and then 8 minutes to share in pairs. After the sharing, invite 3 to 4 students to share their partner’s favorite music with the whole class. Design Intention: This activity is a practical application of the listening content and vocabulary learned in the lesson. It allows students to use the key words, expressions, and sentence patterns they have mastered to express their own views and experiences, which can effectively improve their oral expression ability and language application ability. Sharing in pairs reduces students’ speaking pressure, makes each student have the opportunity to practice, and cultivates their communication ability. Inviting students to share their partner’s favorite music can also exercise their listening and memory ability, and promote mutual understanding among students. Next, carry out a group discussion activity with the theme “The Power of Music”. Divide students into groups of 6, and ask them to discuss the following questions: 1. What roles can music play in people’s lives? (Such as relieving stress, encouraging people, promoting communication, etc.) 2. Can music change a person’s mood? If yes, give an example. 3. What is the difference between Chinese traditional music and Western music? How should we treat diverse music cultures? The teacher walks around the classroom to guide students’ discussion, helps them solve language obstacles, and reminds them to use the knowledge and expressions learned in the lesson. The discussion lasts for 10 minutes. After the discussion, each group sends a representative to report the discussion results, and the teacher makes comments and summaries, focusing on guiding students to respect diverse music cultures and establish a sense of cultural confidence. Design Intention: This group discussion activity deepens students’ understanding of the theme “Powerful Music”, guides them to think about the value and significance of music from multiple angles, and cultivates their logical thinking ability and critical thinking ability. The question about the difference between Chinese and Western music helps students understand diverse music cultures, cultivate their cultural awareness, and guide them to respect and appreciate different cultures, which is in line with the requirements of core literacy. The teacher’s guidance and comments can help students improve their communication ability and language application ability, and correct their wrong views in time. Then, design a “Music Recommendation” task. Ask students to write a short music recommendation in English, with a length of 80 to 100 words. The recommendation should include the type of music, the reason for recommendation, and the feeling it brings to people. Students can refer to the listening materials and the content of the group discussion to complete the task. After students finish writing, the teacher collects some works, reads them aloud in class, and makes comments, focusing on the correctness of language, the rationality of logic, and the richness of content. For excellent works, the teacher can praise them and share them with the whole class; for works with problems, the teacher can put forward suggestions for revision. Design Intention: This task combines listening, speaking, and writing, which can comprehensively improve students’ language ability. Writing a music recommendation allows students to consolidate the vocabulary, expressions, and sentence patterns learned in the lesson, and exercise their writing ability. Reading and commenting on students’ works can help students find their own advantages and disadvantages, learn from each other, and improve their writing level. At the same time, this task also cultivates students’ ability to organize language and express their views logically, which is conducive to the development of their thinking quality. Finally, the teacher summarizes the whole lesson. First, review the key vocabulary, expressions, and sentence patterns learned in the lesson, and emphasize the key points and difficult points of listening and communication. Then, summarize the content of the listening materials and the results of the discussion, and guide students to realize the power of music and the importance of respecting diverse music cultures. Finally, assign after-class tasks: 1. Listen to the listening materials again and imitate the speakers’ intonation and pronunciation. 2. Complete the music recommendation and revise it according to the teacher’s comments. 3. Find a piece of English music, listen to it carefully, and write a short listening experience (about 50 words). 4. Discuss with family members about their favorite music and try to introduce it in English. Design Intention: The summary of the lesson helps students sort out the knowledge and skills learned in the lesson, consolidate the learning results, and form a systematic knowledge structure. The after-class tasks are designed to extend the teaching content to daily life, allow students to continue to practice listening and speaking, and improve their language application ability and learning ability. The task of discussing with family members can also promote the integration of family and school education, and make students feel the practical value of English learning. 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 $