Unit 2 The universal language Welcome to the unit & Reading 教学设计-2026-2027学年高二英语译林版（2020）选择性必修第一册

该高中英语教学设计聚焦“音乐作为通用语言”主题，围绕《梁祝》小提琴协奏曲与美国乡村音乐的两篇邮件阅读展开，涵盖音乐类核心词汇、文本脉络梳理及关键信息提取。通过冼星海名言赏析与乐器图片、音频展示导入，激活学生已有音乐知识储备，搭建从生活认知到文本解读的学习支架。 此资料亮点在于融合文化意识与思维品质培养，以中西音乐对比为线索，通过分层任务（读前预测、细节问答、批判性讨论）和拟人修辞学习，提升学生语言理解与表达能力。采用情景教学法与任务型教学法，配套音频、图片素材，助力学生感知音乐文化融合价值，树立文化包容意识，为教师提供系统的教学资源与可操作的活动设计。

Unit 2 The universal language Welcome to the unit & Reading 一、教学基本信息 1. 课程名称：Unit 2 The universal language Welcome to the unit & Reading 2. 学科：高中英语 3. 年级：高二 4. 教材版本：译林版（2020）选择性必修第一册 5. 课时安排： 6. 课型：阅读课 7. 授课教师： 二、教学目标 学完本课后，学生能够 1. 掌握音乐类核心词汇，熟练运用动词变形、固定搭配完成选词填空与单项选择；读懂两篇交换生邮件，梳理《梁祝》小提琴协奏曲与美国乡村音乐的文本脉络，提取关键细节信息。 2. 了解二胡、钢琴中西经典乐器及代表人物、作品；理解《梁祝》中西融合的音乐特色，感知美国乡村音乐承载的乡村生活文化；体会冼星海名言内涵，认识音乐是跨越国界的通用语言，树立文化包容意识。 3. 通过对比中西音乐、分层问答、人物化修辞赏析，锻炼归纳、对比、批判性思考能力；能结合文本观点讨论音乐无国界的核心话题。 4. 掌握读前预测、读中定位细节、读后梳理笔记的阅读策略；能自主分类整理音乐相关词汇，运用拟人修辞描写喜爱的乐曲，完成 80 词短文写作。 三、教学重难点 · 教学重点 1. 梳理两篇阅读邮件的段落主旨与核心信息，精准回答细节思考题，完成文本填空笔记。 2. 掌握核心词汇，完成单词变形、选词填空、单项选择习题。 3. 积累乐器、音乐类型、音乐从业者分类词汇，识别并运用拟人修辞描写音乐。 · 教学难点 1. 理解文本抽象情感表达：读懂bittersweet、twists and turns等词汇形容乐曲情绪变化的内涵。 2. 辩证理解中西音乐融合的价值，能用完整英文段落表达 “music is a universal language” 个人观点。 四、教学方法 1. 情景教学法：通过展示乐器图片、播放乐曲音频，创设音乐欣赏课堂情境，激活学生已有乐器、乐曲知识储备。 2. 讲授法：讲解核心词汇多义、固定搭配、拟人修辞语法知识点，配套即时课堂练习巩固。 3. 任务型教学法：分层设置自由讨论、读前预测、细节问答、文本填空、词汇分类、口语讨论、写作输出阶梯式任务。 4. 小组合作法：双人配对完成自由讨论、课文问答、观点辩论任务，互助梳理文本信息。 五、教学准备 1. 教师准备：乐曲音频、整理核心词汇及练习单、课堂口语讨论问题清单、课后作业单。 2. 学生准备：预习单元单词，提前查阅已知中西乐器、经典乐曲、音乐家英文名称；预习课件内两篇交换生邮件，标记不懂的词句。 六、教学过程 StepⅠ Lead-in · Activity 1: Quote & Figure Appreciation · Teacher presents Xian Xinghai’s portrait and his quotation: · Music is the utmost pleasure in life; music is the clear spring of life; music is the furnace of temperamental refinement. —Xian Xinghai · Ask students to translate the Chinese original sentence and share their understanding of this quote. · Guide students to talk about the role of music in daily life. （设计意图：以我国音乐家冼星海名言开篇，融合美育与文化渗透，自然引出单元主题“The universal language”，快速将学生带入音乐主题语境。） · Activity 2: Free talk · Show the picture of various musical instruments (piano, violin, erhu, drum, saxophone etc.) · Pair work discussion task: · What different musical instruments do you know? · Can you name their classic music works? · Give an example: Erhu — Moonlight on the Second Spring, invite students to share more examples. （设计意图：依托乐器实景图片激活学生已有生活认知，双人对话降低开口难度，为后续二胡、钢琴科普内容铺垫基础词汇。） Step Ⅱ Welcome to the unit · Activity 1: Introduction of two core instruments & musicians · Display the poster of Erhu & Piano, read key information together: · Erhu: Tang Dynasty, Hua Yanjun (A Bing)—Moonlight on the Second Spring; Liu Tianhua—Moon Night and Birdsong over Empty Mountain · Piano: early 18th century Italy, Mozart—Symphony No.41 Jupiter; Chopin—Minute Waltz · Play two audio clips: Moonlight on the Second Spring & Jupiter Symphony, ask students to feel the different tones: · Moonlight on the Second Spring: peaceful、sad · Jupiter Symphony: energetic、 joyful. · Group discussion: · How do you feel when you listen to the two pieces? · What other musical instruments, pieces or musicians do you know? （设计意图：通过图文+音频结合，对比中西代表性乐器与音乐家，建立中西音乐文化对比认知；听觉体验帮助学生掌握描述乐曲情绪的形容词，为阅读邮件做语言铺垫。） Step Ⅲ Pre-reading · Activity 1: Pre-read questions about two exchange students’ emails · Present the background: Learning music is a great way to learn new culture; two exchange students write emails about foreign music. · Two prediction questions for students to think individually then share answers: · What information do you think the emails contain according to the topics? · Have you watched a music performance live or on TV? What was it like? · Sample answer sharing: I once watched a live erhu performance... The soft erhu sound was peaceful and a little sad. （设计意图：训练读前预测阅读策略，引导学生结合单元主题预判文本内容；结合学生真实观看演出经历进行口语输出，实现输入到简单输出过渡。） Step Ⅳ While-reading · Activity 1: Analyze the structure of two emails · Alice’s email: · Para 1: I watched a performance of Butterfly Lovers last night. · Para 2: The story and music of Butterfly Lovers work well together. · Para 3: Butterfly Lovers illustrates how wonderfully Chinese and Western musical elements can mix. · Harry’s email: · Para 1: My host family introduces me to country music. · Para 2: Country music has a long history and it often features certain specific instruments and lyrics that leave you deep in thought. · Para 3: Country music suggests a peaceful and simple life in rural America. · Para 4: You should listen to some country music. （设计意图：略读训练抓取段落主旨的阅读能力，清晰拆分两篇邮件行文逻辑，区分中西两类音乐文本框架，降低细读难度。） · Activity 2: Careful reading and answer the questions · Read Alice’s email carefully and answer the following questions: · What two kinds of musical elements does Butterfly Lovers mix? · How does the music sound when Liang Shanbo and Zhu Yingtai first meet? · Why is the ending music described as “bittersweet”? · What does “the music took me through the twists and turns of a classic story” mean? · Read Harry’s email carefully and answer the following questions: · What scenes does country music usually describe? · What music types did country music grow from? · What cultural value can we learn from American country music? · Why are John Denver’s songs suggestive of countryside surroundings? （设计意图：分层设置事实细节题、词义理解题、句意推断题，由浅入深训练学生定位原文、推理文本深层含义的阅读能力。） · Activity 3: Fill in the blanks · Read the emails again carefully and complete the notes. · Check answers: · torn apart by their families, fast and cheerful, Western instruments, the blues and folk music, hardship, heartbreak and hope, simple life of the countryside. （设计意图：通过挖空填空帮助学生巩固文本关键信息，梳理两篇阅读核心框架，内化文本逻辑，为后续口语讨论积累标准表达。） Step Ⅴ Post-reading · Activity 1: Pair discussion · Discuss the three questions in pairs, invite several groups to share opinions in class: · The violin concerto Butterfly Lovers is a combination of Chinese and Western musical elements. What do you think of this combination? · What can you know about rural America from Take Me Home, Country Roads? · Alice holds the opinion that “music is indeed a universal language”. What’s your idea? （设计意图：开放性问题引导学生进行批判性思考，融合中西音乐文化对比、文化理解、单元主题升华三层思考，锻炼学生完整英文口头表达能力。） · Activity 2: Fill in the passage with word forms · Complete the passage with word bank: combine, overcome, transform, rely on, deserve, pleasant, guarantee, for good measure. · Check answers together after students finish individually: · transform, rely on, pleasant, combines, overcome, deserves, for good measure, guarantee （设计意图：借助短文选词填空，在语境中巩固核心词汇词义与用法；独立完成后统一核对，便于教师排查词汇易错点，夯实语言基础。） · Activity 3: Music vocabulary classification · Fill the four-box chart (Types, Instruments, Performers, People behind the scenes) with words learned: · Types: opera, country, the blues, folk, classical, jazz, pop · Instruments: violin, guitar, piano, cello, erhu · Performers: conductor, singer, pianist, violinist · People behind the scenes: composer, songwriter （设计意图：系统分类整理音乐主题词汇，搭建主题词汇库，提升学生词汇归纳与语境运用能力。） · Activity 4: Rhetoric learning: Personification · Find the personification sentence from Alice’s email: · When the two lovers, Liang Shanbo and Zhu Yingtai, first meet, the music is light and pleasant, as if whispering to the audience. · Explain the rule of personification: Treat non-human things as humans to make description vivid. · Write one sentence to describe your favourite music with personification, share sentences in class. （设计意图：挖掘文本修辞亮点，讲解拟人写作手法，即时仿写实现阅读输入向写作输出转化，提升学生语言生动表达能力。） Step Ⅵ Vocabulary focus & exercise · Activity 1: Key word collocation explanation · Explain core words with collocations and examples: · compose, deserve, whisper, overcome, guarantee, rely on, turn out · Activity 2: Exercises · Complete three multiple-choice questions · A, A, B. · Fill in the blanks using the words in brackets. · was composed, deserves, is whispering, overcame. （设计意图：针对性习题检测核心词汇变形、固定搭配掌握情况，即时查漏补缺，夯实语言基础知识。） Step Ⅶ Summary Guide students to review the key points: · cultural features and emotional expressions. · Language knowledge: music classified vocabulary, core verbs & phrases, personification rhetoric. · Theme value: Music is a universal language that crosses cultural boundaries and conveys human feelings. 七、板书设计 Unit 2 The universal language Welcome to the Unit & Reading 1. Two Reading Texts · Alice: Butterfly Lovers · Chinese Yue Opera + Western violin; bittersweet emotion · Harry: Country music · From blues & folk; rural American simple life 2. Core Vocabulary & Usages · compose, deserve, whisper, overcome, guarantee, rely on, turn out 3. Key Viewpoint · Music = a universal language (no boundaries between cultures) 八、作业布置 · Copy and recite all key words and phrases, then finish the word-form exercises. · Write an 80-word short passage about your favourite music (use at least one word from core vocabulary and personification) · Make a 1-minute speech about Butterfly Lovers or country music. 九、教学反思 本节课以中西音乐对比为主线，音频、图片素材充分调动学生视听感官，双人讨论任务参与度较高，学生能够基本掌握两篇邮件核心信息与音乐主题词汇；拟人修辞仿写环节学生创意充足，实现读写结合。但教学中仍存在不足： 1. 部分基础薄弱学生对turn out多层词义、compose被动语态运用不熟练； 2. 课堂习题讲解时间不足，开放性口语讨论时少数学生词汇储备有限，输出句子简短。 学科网（北京）股份有限公司 $