Unit3 Powerful Music Listening, Speaking and Writing 讲义-2025-2026学年高中英语重大版必修第一册

Unit 3 Powerful Music Listening, Speaking and Writing 教学目标和重难点 教学目标 Language competence: Improve abilities in listening for key information, speaking with fluency and logic, and writing a coherent passage. Cultural awareness: Understand music’s value across cultures and respect cultural diversity. Thinking quality: Develop logical and critical thinking through discussion and creation. Learning ability: Master effective listening, speaking and writing strategies independently. 教学重难点 Key points: Grasp music-related vocabulary and sentence patterns; listen to identify opinions and emotions; express personal views on music fluently; write a short passage about music’s power. Difficult points: Using complex sentences in speaking and writing; integrating personal experiences with logical expression. 教学过程 Lead-in: Activate Prior Knowledge and Arouse Interest The teacher starts the class by playing two short music clips: one is a passionate pop song and the other is a peaceful classical piece. After playing, the teacher asks simple and open questions in English: “How do you feel when listening to the first song? And the second one? What kind of music do you usually listen to in your daily life?” Then, invite 3-4 students to share their answers freely. After the sharing, the teacher writes down the key music-related words mentioned by students on the blackboard, such as “pop music”, “classical music”, “relaxing”, “energetic”, “cheer up”, and then supplements some core vocabulary of the unit, like “powerful”, “inspire”, “relieve stress”, “emotion”. Finally, the teacher leads to the topic: “Today, we will explore the power of music through listening, speaking and writing, and learn to express our views on music in English.” Design Intention: The lead-in links students’ daily life with the unit topic through music clips, which can quickly arouse students’ interest in learning and reduce their psychological pressure in English communication. By asking open questions, students are encouraged to express themselves actively, and their prior knowledge about music is activated. Writing down key words not only helps students consolidate existing vocabulary but also lays a foundation for the subsequent listening, speaking and writing activities, realizing the connection between prior knowledge and new knowledge. Listening: Comprehend Information and Improve Listening Ability This part is divided into three stages: pre-listening, while-listening and post-listening, focusing on training students’ ability to capture key information, understand the speaker’s opinions and emotions. Pre-listening: Preview Vocabulary and Predict Content First, the teacher introduces the listening material briefly: “You will listen to a conversation between two students, Tom and Lucy. They are talking about their favorite music and how music influences their life.” Then, the teacher presents the new vocabulary and phrases in the listening material, such as “symphony”, “therapeutic”, “lift one’s spirits”, “overcome difficulties”, and explains their meanings and usages with simple English sentences and body language. For example, when explaining “therapeutic”, the teacher says: “If something is therapeutic, it can help you feel better when you are sad or stressed. Music is therapeutic for many people.” After that, the teacher asks students to predict: “What do you think Tom and Lucy will talk about? Will they talk about the types of music they like? Or how music helps them solve problems?” Students can discuss in pairs for a short time and then share their predictions. Design Intention: Pre-listening activities help students eliminate vocabulary barriers in listening, so that they can focus more on understanding the content of the listening material. Predicting the content of the listening material can stimulate students’ listening motivation and make them listen with a clear purpose, which is conducive to improving listening efficiency. Pair discussion also provides students with a relaxed speaking opportunity, laying a foundation for the subsequent speaking activities. While-listening: Capture Key Information and Understand Details The teacher plays the listening material twice. For the first time, students are asked to listen carefully and answer two general questions: What are Tom and Lucy talking about? Do they have the same opinion on the power of music? After listening, invite students to answer the questions, and the teacher corrects and supplements them. For the second time, students are asked to listen again and fill in the blanks in the listening task sheet. The blanks mainly involve key information such as the types of music they like, the reasons why they like it, and the influence of music on their life. For example: Tom likes ________ because it can ________ when he is in trouble. Lucy prefers ________ because it makes her ________. During the listening process, the teacher can pause appropriately for students who have difficulty keeping up, and remind them to focus on key words and sentences. Design Intention: Listening twice with different tasks follows the law of listening teaching from general to specific. The first listening focuses on the main idea, helping students establish an overall understanding of the listening material. The second listening focuses on details, training students’ ability to capture key information. The blank-filling task is designed to make students listen more carefully and accurately, and at the same time, help students consolidate the new vocabulary and sentence patterns in the listening material, realizing the integration of listening and vocabulary learning. Post-listening: Deepen Understanding and Extend Practice First, the teacher checks the answers to the blank-filling task with the whole class, and explains the difficult sentences in the listening material. For example, if there is a sentence “Whenever I feel down, I listen to rock music, which always lifts my spirits and gives me courage to keep going”, the teacher can analyze the structure of the non-restrictive attributive clause and explain the meaning of “feel down” and “lift one’s spirits”. Then, the teacher organizes students to role-play the conversation between Tom and Lucy in pairs. Students can imitate the tone and intonation of the speakers in the listening material, and add their own words appropriately. After the role-play, invite 2-3 pairs to perform in front of the class, and the teacher gives positive comments, focusing on praising their fluency and emotional expression. Finally, the teacher asks students to think and discuss: “Do you have the same experience as Tom or Lucy? How does music help you in your life?” Students can share their own stories briefly. Design Intention: Post-listening activities not only help students deepen their understanding of the listening material but also connect listening with speaking. Role-play allows students to imitate the language in the listening material, improve their oral expression fluency and intonation, and enhance their confidence in speaking English. The discussion after role-play further activates students’ personal experience, makes the topic of music closer to their life, and lays a foundation for the subsequent speaking and writing activities. Speaking: Express Views Fluently and Improve Communicative Ability This part focuses on training students’ ability to express their views on music fluently and logically, using the vocabulary and sentence patterns learned in the listening part. It is divided into two stages: guided practice and free discussion. Guided Practice: Master Sentence Patterns and Express Skills First, the teacher summarizes the key sentence patterns in the listening material and presents them on the blackboard or PPT, such as: I prefer... because... Music can help me... when I... Whenever I feel..., I listen to... I think music is powerful because it can... Then, the teacher gives examples to illustrate the usage of these sentence patterns. For example: “I prefer classical music because it is peaceful and can help me relax when I am stressed. Whenever I feel tired, I listen to Beethoven’s symphonies, which always inspire me.” After that, the teacher asks students to practice these sentence patterns with their partners, talking about their favorite music, the reasons and the influence of music on their life. The teacher walks around the classroom, observes students’ practice, and provides help for students who have difficulty expressing themselves, such as reminding them of the key words and sentence patterns, and correcting their grammatical mistakes. Design Intention: Guided practice helps students master the key sentence patterns in a targeted way, providing a “language tool” for their subsequent free expression. Practicing with partners creates a relaxed and interactive learning atmosphere, reducing students’ anxiety in speaking English. The teacher’s guidance and help can help students correct mistakes in time, improve the accuracy of their oral expression, and enhance their confidence in speaking. Free Discussion: Express Views Logically and Communicate Effectively The teacher puts forward a discussion topic: “Do you think music has the power to change people’s lives? Why or why not? If yes, what kinds of changes can it bring?” Then, students are divided into groups of 4-5 to discuss the topic. During the discussion, the teacher requires students to use the key vocabulary and sentence patterns learned, express their own views clearly, and listen to their group members’ opinions carefully, putting forward their own suggestions or supplementary views. The teacher walks around each group, participates in their discussion appropriately, guides students to express their views logically, and reminds them to use polite language when disagreeing with others, such as “I don’t quite agree with you. I think...”, “Your opinion is good, but I think...”. After the discussion, each group selects a representative to report the group’s views to the whole class. The representative should summarize the main views of the group clearly and logically. After each group’s report, other students can ask questions or put forward supplementary views, and the teacher gives comments and guidance, focusing on evaluating students’ fluency, logic and the use of vocabulary and sentence patterns. Design Intention: Free discussion is a key link to improve students’ communicative ability. It allows students to use the learned language knowledge flexibly in real communication scenarios, and trains their ability to express views logically and listen to others’ opinions. Group cooperation helps students develop the awareness of cooperation and communication, and learn from each other. The teacher’s guidance and comments can help students find their own shortcomings in oral expression, and further improve their communicative ability. Speaking Extension: Debate on Music-related Topics To further improve students’ critical thinking and oral expression ability, the teacher organizes a small debate. The debate topic is: “Is it better to listen to music while studying or not?” The class is divided into two groups: the affirmative group (agree to listen to music while studying) and the negative group (disagree to listen to music while studying). Each group has 5-6 students. The teacher gives students 5 minutes to prepare their arguments and supporting materials. During the preparation, students can discuss with their group members, list their own arguments and examples. Then, the debate begins. Each group takes turns to present their arguments, refute the other group’s views, and defend their own views. The teacher acts as the host and judge, guiding the debate to proceed in an orderly manner, and reminding students to use polite language and express their views clearly and logically. After the debate, the teacher summarizes the debate, affirms the advantages of both groups, points out their shortcomings, and guides students to realize that whether listening to music while studying is good or not depends on personal habits and the type of music, and there is no absolute answer. Design Intention: The debate activity not only improves students’ oral expression ability and logical thinking ability but also cultivates their critical thinking ability. It allows students to look at a problem from different angles, express their views more comprehensively and deeply, and at the same time, enhances their ability to respond quickly in English communication. The teacher’s summary helps students form a correct understanding of the topic and further deepen their understanding of the power of music. Writing: Integrate Knowledge and Improve Writing Ability This part focuses on training students’ ability to write a coherent short passage about the power of music, integrating the vocabulary, sentence patterns and views learned in listening and speaking. It is divided into three stages: pre-writing, while-writing and post-writing. Pre-writing: Clarify the Topic and Sort Out Ideas First, the teacher clarifies the writing task: “Write a short passage about ‘The Power of Music’ with 80-100 words. You can talk about your favorite music, how music influences your life, or your views on the power of music. You should use the vocabulary and sentence patterns we learned today.” Then, the teacher guides students to sort out their writing ideas. The teacher asks: “What is the main idea of your passage? What details can you use to support your main idea? For example, if you want to talk about how music helps you overcome difficulties, you can write about a specific experience.” Then, students can think independently for a short time, and write down their writing outline on the draft paper. The outline can include the opening (introduce the topic), the body (supporting details) and the closing (summarize the views). After that, the teacher invites 2-3 students to share their writing outlines, and gives guidance and suggestions, helping them improve their outlines and make their ideas more logical. Design Intention: Pre-writing activities help students clarify the writing task and sort out their writing ideas, avoiding the situation of not knowing what to write. Guiding students to make an outline helps them organize their thoughts logically, ensuring that the written passage is coherent and focused. Sharing the outline allows students to learn from each other, and the teacher’s guidance helps students improve their writing ideas, laying a foundation for the formal writing. While-writing: Write the Passage and Pay Attention to Details Students start to write the passage according to their own outlines. During the writing process, the teacher walks around the classroom, provides help for students who have difficulty writing, such as reminding them of the key vocabulary and sentence patterns, correcting their grammatical mistakes, and guiding them to use more complex sentences appropriately, such as attributive clauses and adverbial clauses. The teacher also reminds students to pay attention to the coherence of the passage, using transition words such as “first”, “besides”, “finally”, “therefore” to connect sentences and paragraphs. At the same time, the teacher reminds students to check their spelling, punctuation and grammar after finishing writing, ensuring that the passage is correct and fluent. Design Intention: While-writing is the key link to improve students’ writing ability. The teacher’s on-site guidance can help students solve problems in writing in time, improve the accuracy and fluency of the passage. Reminding students to use transition words and complex sentences helps them improve the quality of their writing, and cultivate their ability to express views logically and comprehensively. Checking the passage by themselves helps students develop good writing habits, improving their ability to find and correct mistakes. Post-writing: Evaluate and Improve the Passage Post-writing activities are divided into three steps: self-evaluation, peer evaluation and teacher evaluation. First, self-evaluation: Students read their own passages again, and evaluate their own writing according to the evaluation criteria given by the teacher. The evaluation criteria include: Whether the topic is clear and the ideas are logical; Whether the vocabulary and sentence patterns are used correctly and flexibly; Whether the passage is fluent and free of spelling and grammatical mistakes; Whether the length meets the requirements. Students can make marks on their passages and correct the mistakes they find. Second, peer evaluation: Students exchange their passages with their partners, and evaluate each other’s writing according to the same evaluation criteria. They can put forward their own suggestions for improvement, such as “You can use more transition words to make the passage more coherent”, “There is a grammatical mistake here, you should change... to...”, “Your idea is good, but you can add more details to support it”. After peer evaluation, students revise their own passages according to their partners’ suggestions. Third, teacher evaluation: The teacher collects some students’ passages (including good passages and passages with common problems), and comments on them in class. For good passages, the teacher reads them aloud, and analyzes their advantages, such as clear ideas, flexible use of vocabulary and sentence patterns, and fluent expression, encouraging other students to learn from them. For passages with common problems, the teacher points out the mistakes and gives correct methods, guiding students to avoid the same mistakes. Then, the teacher returns all the passages to the students, and asks them to revise their passages again according to the teacher’s comments and peer’s suggestions, and submit the revised passages. Design Intention: Post-writing evaluation is an important link to improve students’ writing ability. Self-evaluation helps students develop the awareness of self-reflection and improve their ability to find and correct mistakes. Peer evaluation allows students to learn from each other, understand their own shortcomings, and improve their ability to evaluate writing. Teacher evaluation provides professional guidance for students, helping them find their own problems in writing and master correct writing methods. The revision after evaluation helps students further improve the quality of their writing, and consolidate the knowledge and skills learned. Summary The teacher summarizes the whole class: “Today, we have learned a lot about the power of music through listening, speaking and writing. We have mastered some music-related vocabulary and sentence patterns, improved our listening, speaking and writing abilities, and shared our views on music. We also realized that music is an important part of our life, which can bring us happiness, courage and strength. I hope you can pay more attention to music in your daily life, and use the English we learned today to express your feelings about music.” Design Intention: The summary helps students sort out the knowledge and skills learned in the class, consolidate the learning results, and deepen their understanding of the unit topic. At the same time, it connects the classroom learning with daily life, guiding students to apply the learned English knowledge to real life. 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 $