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

Unit 3 Powerful Music-Reading Further 教学目标和重难点 教学目标 It focuses on improving students’ language ability to understand and express music-related themes, cultivating cultural awareness of Chinese and Western music exchange, developing critical thinking through music analysis, and fostering autonomous learning ability in exploring music culture independently. 教学重难点 Key points: Master core vocabulary and complex sentences about music culture; understand the text’s structure and the deep meaning of music’s power. Difficult points: Analyze the rhetorical devices in the text and explore the cultural connotation behind music differences. 教学过程 Step 1: Lead-in (Warm-up and Activation) The teacher starts the class by playing two pieces of music: one is a classic Chinese guqin piece "Flowing Streams" and the other is Beethoven’s "Symphony No. 5 in C Minor, Op. 67". After playing, the teacher asks students two questions: "What feelings do these two pieces of music bring to you?" and "What do you know about the background of these two pieces of music?" Then, the teacher invites 2-3 students to share their answers in English. After the sharing, the teacher makes a brief comment and leads to the topic of the lesson: "Today, we will read a passage about powerful music, which will show us how music connects different cultures and touches people’s hearts. Let’s start our reading journey together." Design Intention: Music is the core theme of this unit, and using music as the lead-in can quickly attract students’ attention and arouse their interest in learning. By selecting Chinese and Western classic music works, it can subtly lay the foundation for students to understand the cultural comparison in the text later. Asking questions and inviting students to share can activate students’ existing knowledge reserve about music, exercise their oral expression ability, and smoothly transition to the reading link, realizing the connection between students’ life experience and teaching content. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher presents the core vocabulary and phrases in the Reading Further passage on the blackboard or courseware, including "resonance", "catharsis", "philosophy", "transcend", "cultural heritage", "spiritual sustenance", "subtle difference", "implication" and so on. For each word and phrase, the teacher explains its meaning, pronunciation and usage, and gives example sentences related to music. For example, when explaining "resonance", the teacher says: "Resonance means the phenomenon that one object vibrates because of the vibration of another object with the same frequency. In the text, it refers to the emotional connection between music and people. For example, The beautiful melody of the guqin aroused a strong resonance in the audience." Then, the teacher arranges a 3-minute pair work for students to make sentences with the new words and phrases, and then invites several groups to present their sentences to check their mastery. Next, the teacher briefly introduces the background of the text: The passage mainly discusses the power of music from a cross-cultural perspective, introducing the different expressions and cultural connotations of music in China and Western countries, and emphasizing that music is a common language of human beings that transcends national boundaries. The teacher also mentions that the text involves the philosophical thoughts of Chinese guqin music and the humanistic spirit of Western classical music, helping students have a preliminary understanding of the text content and reduce the difficulty of reading. Design Intention: Vocabulary is the foundation of reading comprehension. Previewing core vocabulary before reading can help students avoid obstacles in understanding the text and improve reading efficiency. The example sentences closely related to music can help students connect vocabulary with the theme of the unit, deepen their memory and understanding of vocabulary. Briefly introducing the text background can activate students’ background knowledge about cross-cultural music, help them establish a preliminary cognitive framework for the text, and lay a good foundation for in-depth reading. Step 3: While-reading (In-depth Reading and Comprehension) This link is divided into three parts: skimming, scanning and careful reading, to guide students to understand the text from shallow to deep. First, skimming: The teacher asks students to read the passage quickly, and then answer two questions: "What is the main idea of the passage?" and "What are the two main music cultures mentioned in the passage?" After students finish reading, the teacher invites students to answer the questions. The teacher summarizes and confirms: "The main idea of the passage is to discuss the powerful influence of music and the similarities and differences between Chinese and Western music cultures. The two main music cultures mentioned are Chinese guqin music and Western classical music." Design Intention: Skimming is a basic reading strategy. Through skimming, students can quickly grasp the main idea of the text and the key information, cultivate their ability to extract core content from the text, and lay the foundation for in-depth understanding of the text. Second, scanning: The teacher asks students to read the passage again, and complete a table about the characteristics of Chinese guqin music and Western classical music. The table includes three columns: "Aspects", "Chinese Guqin Music" and "Western Classical Music". The aspects include "musical instrument characteristics", "expressive purpose" and "cultural connotation". Students need to find relevant information in the text and fill in the table. 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 signal words. After students finish filling in the table, the teacher invites a student to present the table on the blackboard, and then corrects and supplements it together with the whole class. For example, for "musical instrument characteristics", Chinese guqin music is "simple and elegant, with a clear and distant tone", and Western classical music is "diverse instruments, rich and grand melody"; for "expressive purpose", Chinese guqin music is "pursuing harmony between man and nature, expressing inner feelings and life philosophy", and Western classical music is "expressing human emotions, reflecting social reality and the spirit of the times". Design Intention: Scanning is a strategy to find specific information quickly. By completing the table, students can systematically sort out the key information in the text, clarify the similarities and differences between Chinese and Western music cultures, and improve their ability to extract and sort out information. At the same time, it can help students deepen their understanding of the text content and lay the foundation for the next careful reading. Third, careful reading: The teacher guides students to read the passage paragraph by paragraph, analyze the key sentences, rhetorical devices and the author’s emotional attitude, and deeply understand the deep meaning of the text. For the first paragraph, the teacher asks students to find the topic sentence: "Music is a universal language that transcends borders, cultures and time, and it has an unparalleled power to touch people’s hearts." Then, the teacher asks: "What rhetorical device is used in this sentence? What is the effect?" Students think and discuss, and the teacher summarizes: "This sentence uses personification. It endows music with the attribute of ‘language’, emphasizing that music can be understood and felt by people all over the world, and highlights the powerful influence of music." For the paragraphs introducing Chinese guqin music, the teacher asks students to find the sentences describing the philosophical connotation of guqin music: "The guqin, as a representative of Chinese traditional musical instruments, carries the philosophy of ‘harmony between man and nature’ in Chinese culture. Its music is not only a kind of sound art, but also a way for people to pursue spiritual peace and self-cultivation." The teacher guides students to discuss: "What does ‘harmony between man and nature’ mean in guqin music? How does it reflect the cultural connotation of China?" After the discussion, the teacher explains: "‘Harmony between man and nature’ means that people and nature coexist harmoniously. Guqin music often imitates the sounds of nature, such as the sound of flowing water and wind, which reflects the pursuit of a simple and natural life in Chinese traditional culture and the emphasis on spiritual sustenance." For the paragraphs introducing Western classical music, the teacher asks students to pay attention to the sentence: "Beethoven’s symphonies, for example, are full of the spirit of struggle and perseverance, which reflect the pursuit of freedom and equality in Western society at that time, and inspire countless people to move forward in difficulties." The teacher asks: "What is the author’s attitude towards Beethoven’s symphonies? How can you tell?" Students answer: "The author holds a positive and affirmative attitude. The words ‘full of’, ‘inspire’ show the author’s appreciation for Beethoven’s symphonies." The teacher further guides: "What does the spirit of struggle and perseverance in Beethoven’s symphonies reflect? What is the connection with the social background at that time?" Through discussion, students understand that Beethoven’s symphonies were created in the period of the Industrial Revolution, and the spirit of struggle in the music reflects the desire of people at that time to pursue freedom and break the shackles, which is closely related to the social background of Western society. In addition, the teacher guides students to find other rhetorical devices in the text, such as metaphor and contrast, and analyzes their effects. For example, the sentence "Music is like a bridge connecting different cultures, enabling people from different countries to understand and respect each other" uses metaphor, which vividly illustrates the role of music in promoting cross-cultural communication. The contrast between Chinese guqin music and Western classical music highlights the characteristics and cultural connotations of the two music cultures, making the text more persuasive. Design Intention: Careful reading is the key link to deepen students’ understanding of the text. By analyzing key sentences and rhetorical devices, students can not only master the language knowledge in the text, but also understand the author’s expression skills and emotional attitude. Guiding students to discuss the cultural connotation behind music can help them cultivate cultural awareness, understand the differences and connections between Chinese and Western cultures, and enhance their cultural confidence. At the same time, it can develop students’ critical thinking and analytical ability, enabling them to read and understand the text from a deeper level. Step 4: Post-reading (Consolidation and Application) This link is divided into two parts: group discussion and language output, to help students consolidate the knowledge they have learned and improve their language application ability. First, group discussion: The teacher divides students into groups of 4-5, and puts forward the discussion topic: "Combined with the text and your own experience, discuss: What is the power of music? How can we inherit and develop traditional music in the context of cross-cultural communication?" The teacher gives students 5 minutes to discuss, and reminds students to use the new words, phrases and sentence patterns they have learned in the discussion. During the discussion, the teacher walks around the classroom, listens to the discussion of each group, and gives guidance and help to students who have difficulties in expression. After the discussion, each group sends a representative to make a 2-3 minute speech in English to share the group’s views. After the speech, the teacher makes comments on each group’s performance, affirming their advantages, pointing out their deficiencies, and guiding students to use language more accurately and fluently. For example, if a group uses the phrase "resonance" correctly in the speech, the teacher affirms it; if a group has errors in sentence structure, the teacher corrects it and gives example sentences. Design Intention: Group discussion can stimulate students’ enthusiasm for participation, cultivate their cooperative learning ability and oral expression ability. The discussion topic is closely related to the text and students’ life experience, which can help students apply the knowledge they have learned to practical communication, deepen their understanding of the theme of "the power of music", and cultivate their sense of social responsibility and cultural inheritance awareness. Second, language output: The teacher asks students to write a short passage of 100-120 words, with the title "The Power of Music in My Life". The requirements are: use at least 5 new words and phrases learned in this lesson, and combine their own experience to talk about the influence of music on themselves. Students write independently, and the teacher walks around the classroom to guide students who have difficulties in writing, such as helping them sort out their ideas and correct language errors. After students finish writing, the teacher collects some students’ works, reads them out in class, and makes comments and corrections. For excellent works, the teacher affirms and praises them, and takes them as examples for students to learn from; for works with deficiencies, the teacher points out the problems and gives suggestions for improvement. At the same time, the teacher emphasizes the correct use of vocabulary and sentence patterns, and the logicality and coherence of the passage. Design Intention: Writing is an important way to test students’ language application ability. Through writing, students can consolidate the vocabulary and sentence patterns they have learned, improve their writing ability, and express their own views and feelings about music. The teacher’s comments and corrections can help students find their own deficiencies, improve their writing level, and achieve the goal of "learning to use". Step 5: Expansion and Extension The teacher introduces some other types of music to students, such as jazz, pop music, folk music of various countries, and plays short clips of these music. Then, the teacher asks students: "What are the characteristics of these types of music? What cultural connotations do they carry?" Students think and share their views. The teacher then summarizes: "Music has various forms and rich cultural connotations. Each type of music is a reflection of a certain culture and era. In the context of globalization, we should not only understand and inherit our own traditional music, but also respect and understand the music cultures of other countries, so as to promote cross-cultural communication and exchange." In addition, the teacher assigns an after-class task: Ask students to collect information about a type of music they are interested in, including its origin, characteristics, cultural connotation, etc., and prepare a 3-minute English report to be shared in the next class. Design Intention: Expanding and extending the content of the lesson can enrich students’ knowledge about music, broaden their horizons, and deepen their understanding of the theme of "powerful music". Assigning after-class tasks can encourage students to carry out autonomous learning, cultivate their ability to collect and sort out information, and lay the foundation for the next class’s sharing activity. At the same time, it can further stimulate students’ interest in music and English learning, and realize the connection between in-class teaching and after-class learning. Step 6: Summary and Reflection First, the teacher leads students to summarize the content of this lesson: "In this lesson, we read a passage about the power of music, understood the similarities and differences between Chinese and Western music cultures, mastered the core vocabulary and phrases related to music, and learned to use reading strategies such as skimming, scanning and careful reading. We also discussed the power of music and the inheritance of traditional music, and completed oral and written output tasks." Then, the teacher guides students to reflect on their own learning process: "What have you learned in this lesson? What difficulties have you encountered? How can you solve these difficulties? What can you do to improve your English reading and expression ability?" Students think independently and share their reflections. The teacher listens carefully and gives positive guidance and encouragement, helping students establish a correct learning attitude and master scientific learning methods. Finally, the teacher makes a summary comment: "Music is a beautiful language that can touch our hearts and connect different cultures. I hope that through this lesson, you can not only improve your English ability, but also cultivate your love for music and respect for different cultures. I also hope that you can actively explore music culture in your daily life, use English to express your views on music, and make progress in continuous learning." Design Intention: Summarizing the lesson can help students sort out the knowledge they have learned, form a systematic knowledge framework, and deepen their understanding and memory of the lesson content. Guiding students to reflect on their own learning process can help them find their own deficiencies, adjust their learning methods, and cultivate their self-reflection ability and autonomous learning ability. The teacher’s summary comment can enhance students’ confidence in learning, stimulate their enthusiasm for continuous learning, and realize the educational value of the lesson. 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 $