Unit 5 Music Assessing Your Progress教案（表格式）-2025-2026学年高中英语人教版（2019）必修第二册

Unit 5 Music-Assessing Your Progress
内容导航
This section reviews key vocabulary, phrases and sentence patterns about music. It includes a personal story about learning piano and growing through music, helps students consolidate language input, reflect on learning gains, and improve expressive and reflective abilities.
1. 教学目标
Language Competence: Master music-related vocabulary and usage, express personal experiences and opinions clearly in English. Cultural Awareness: Understand the universal value of music, appreciate different musical cultures and improve aesthetic taste. Thinking Quality: Develop logical and critical thinking in analyzing stories and discussing music’s influence. Learning Ability: Form good learning habits through self-assessment, summary and reflection, and enhance autonomous learning.
2. 教学重难点
Key Points: Grasp core vocabulary and phrases about music and personal growth. Understand the narrative story about music and personal experience, extract main information. Use target language to talk about music’s influence and self-assess learning results. Difficult Points: Use vocabulary and sentence patterns correctly and flexibly in real situations. Express personal feelings and thoughts about music logically and authentically. Conduct comprehensive self-assessment and summarize learning gains effectively.
Step 1: Lead-in Activity 1: Music Sharing Session The teacher plays several short pieces of different music styles, such as classical music, pop music, folk music and rock music. After listening, the teacher asks students to share their feelings. T: “Class, welcome back. Before we start today’s lesson, let’s enjoy some short pieces of music. Just close your eyes and feel them. Now, who can tell me what kind of music you just heard And how did it make you feel ” The teacher invites several students to answer freely. No matter what the students say, the teacher gives positive feedback to create a relaxed and friendly classroom atmosphere. This activity aims to activate students’ existing knowledge and life experience related to music, arouse their interest in the topic, and naturally lead to the theme of this class—reviewing and assessing learning progress about music. T: “Wonderful! All of you have your own ideas about music. As we all know, music is an important part of our life. It can make us happy, calm us down when we are nervous, and even encourage us when we are in trouble. In this unit, we have learned a lot about music. Today, we will review what we have learned and assess our progress. Let’s start our journey.” Activity 2: Unit Knowledge Quick Review The teacher guides students to briefly review the main content of the whole unit, including topic, key vocabulary, important sentence patterns and text themes. T: “Now let’s have a quick review. What is the theme of our unit Yes, it’s music. We have learned different kinds of music, famous musicians, and how music influences people’s life. Can you remember some words we learned For example, words to describe music, words about musical instruments, and words about feelings.” The teacher writes down the words students say on the blackboard to form a word bank. This helps students organize their knowledge system and lay a foundation for the following learning activities. The teacher emphasizes that this class will focus on using these words and sentences to understand stories, express ideas and assess learning effects. Step 2: Pre-reading Activity 1: Key Vocabulary Review and Consolidation The teacher presents the key vocabulary and phrases in this section through pictures, English explanations or example sentences, and guides students to understand and memorize them in context. First, the teacher shows words such as talented, perform, composition, nervous, satisfied, concentrate on, pay off, from then on. For each word, the teacher provides a clear English explanation and a related example sentence. T: “Let’s learn some important words first. The first one is ‘talented’. If someone is talented, he or she has a natural ability to do something well. For example, ‘She is talented in music.’ Now read after me: talented.” After explaining all the words, the teacher designs a small word-matching exercise. Students need to match the words with their correct meanings. After students finish, the teacher checks the answers and explains the words that students find difficult. This activity helps students consolidate vocabulary, clear obstacles in advance and prepare for smooth reading. Activity 2: Prediction Before Reading The teacher shows the title and pictures of the passage in Assessing Your Progress and asks students to predict what the passage will talk about. T: “Look at the passage we are going to read. There is a picture about a girl playing the piano. Can you guess what the story is about Who is the girl What happened to her Talk with your partner and share your predictions.” Students discuss in pairs for a short time. Then the teacher invites several groups to share their ideas. This prediction activity stimulates students’ curiosity, activates their thinking, and makes them take the initiative to read and verify their predictions, which improves their reading initiative and efficiency. Step 3: While-reading Activity 1: Fast Reading for Main Idea The teacher asks students to read the passage quickly and silently, and requires them to find the main idea of the passage and answer two simple questions. T: “Now read the passage quickly by yourselves. Don’t worry about the new words. Just try to get the main idea. After reading, please answer two questions: 1. What is the girl’s story about 2. How did she feel at first and finally ” Students read independently. During this period, the teacher walks around the classroom to observe students’ reading situation and give help to those in need. After reading, the teacher invites students to answer the questions and summarizes the main idea of the passage: the passage tells a story about a girl who was not interested in piano at first, but through practice and performance, she gained confidence and a sense of achievement, and realized the importance of persistence. Activity 2: Careful Reading for Detailed Information The teacher asks students to read the passage carefully again and completes a detailed information chart or true/false questions to help students grasp specific details of the story. True or False Questions: The girl was very interested in the piano when she was six. (F) Her teacher found she was not interested in the piano. (T) She practiced the composition for an hour a day for two months. (T) She was not nervous at all on the concert day. (F) Her effort paid off and she felt satisfied. (T) Students read carefully and finish the tasks. Then the teacher checks the answers one by one and asks students to point out the corresponding sentences in the passage to support their answers. This trains students’ ability to obtain and process detailed information, deepens their understanding of the passage, and helps them master the usage of key words and sentences in context. Activity 3: Sentence Analysis and Key Points Explanation The teacher selects several important and complex sentences from the passage for detailed analysis, focusing on sentence structure, key phrases and grammatical usage. For example: “I never thought I was very talented at anything to do with music, but my parents wanted me to learn to play the piano at the age of six.” The teacher explains the phrase be talented at (be good at), to do with (related to), and at the age of (when someone was... years old). “In order to perform well, I practised the same composition for an hour a day for the next two months.” The teacher explains in order to (to do something), and guides students to make their own sentences with this phrase. “My hard work finally paid off.” The teacher explains pay off (bring good results, be successful), and compares it with other meanings of “pay”. The teacher combines explanation and practice. After analyzing each sentence, the teacher asks students to read the sentence aloud together and make new sentences to consolidate their mastery. This helps students break through language difficulties and improve their ability to analyze and use sentences. Step 4: Post-reading Activity 1: Story Retelling The teacher divides students into groups of four and asks them to retell the girl’s story in their own words according to the key words and phrases on the blackboard. T: “Now you have fully understood the story. Let’s work in groups. Use the key words on the blackboard to retell the story. Each group can choose one student to speak first, and others can add more details. Let’s see which group can retell the story most clearly and fluently.” Students discuss and retell in groups. The teacher walks around to guide and encourage students who are shy to speak. After group preparation, the teacher invites several groups to share their retelling in front of the class and gives positive evaluation and suggestions. This activity not only consolidates students’ understanding of the passage, but also exercises their oral expression and logical organization ability. Activity 2: Deep Thinking and Group Discussion The teacher raises some deep-thinking questions related to the story and life, guiding students to think deeply and exchange ideas in groups. T: “Let’s think more deeply. 1. Why did the girl change from not liking the piano to feeling satisfied 2. What can we learn from her story 3. Has music ever helped you or changed you Talk with your group members.” Students have a heated discussion in groups. The teacher encourages each student to express their own opinions, especially combining their own life experience. After the discussion, the teacher invites representatives from each group to share their group’s opinions. The teacher summarizes and guides students to understand the truth: persistence leads to success, and music can bring people growth and confidence. This activity cultivates students’ thinking quality, emotional attitude and values, and connects the text content with real life. Activity 3: Personal Experience Sharing The teacher asks students to share their own stories related to music, such as learning a musical instrument, liking a song, or being encouraged by music. T: “Now it’s your turn to share. Has music ever played an important role in your life Maybe you learned to play the guitar, maybe a song cheered you up when you were sad. Please stand up and share your story with us.” The teacher gives enough time for students to organize language. For students who have difficulty in expression, the teacher provides key words and sentence patterns to help them. This activity makes students use the target language to express real feelings, improves their practical language application ability, and enhances their emotional experience. Step 5: Language Application and Practice Activity 1: Vocabulary and Phrase Consolidation Exercises The teacher designs various forms of exercises to consolidate the key vocabulary and phrases learned in this section, including blank filling, word form transformation and sentence translation. Blank Filling: She is ________ (talent) in dancing. He practices basketball every day to ________ (performance) well in the match. My hard work ________ (pay off) at last. ________ (from then on), I began to love reading. Sentence Translation: 我在六岁时开始学画画。(at the age of) 为了赶上早班车，他每天早起。(in order to) Students finish the exercises independently first, then check answers in pairs, and finally the teacher explains the common mistakes. This strengthens students’ grasp of language knowledge and improves their accuracy in using words and sentences. Activity 2: Sentence Pattern Practice The teacher leads students to summarize the important sentence patterns in the unit and conducts substitution drills to make students use them flexibly. Common sentence patterns: I never thought... but... In order to..., I... Music can make me... ... has a great influence on me. The teacher gives different contexts and asks students to make sentences quickly. For example, the teacher says “talk about study”, and students need to make sentences with the above patterns. This activity improves students’ ability to use sentence patterns flexibly and lays a foundation for fluent expression. Activity 3: Situational Dialogue Creation The teacher sets real-life situations related to music and asks students to create dialogues in pairs. Situations: Talk about your favorite music and why you like it. Share your experience of learning a musical instrument. Discuss how music helps you when you are in trouble. Students create dialogues according to the situations, using the vocabulary and sentence patterns they have learned. The teacher invites several pairs to perform their dialogues in front of the class and gives evaluation. This integrates language knowledge into real communication, improves students’ comprehensive language application ability and cultivates their cooperative spirit. Step 6: Assessing Learning Progress Activity 1: Self-assessment The teacher distributes a simple self-assessment form related to the unit’s learning objectives, asking students to assess their own learning progress independently. Self-assessment Items: I can master most of the music-related vocabulary. I can understand passages and conversations about music. I can talk about music and my feelings in English. I know the importance of music in life. I have made progress compared with before. Students tick “Yes”, “So-so” or “Need to improve” for each item and write down their gains and shortcomings in this unit. This guides students to reflect on their learning process, clarify their advantages and disadvantages, and cultivate their autonomous learning ability. Activity 2: Peer Assessment Students exchange self-assessment forms with their deskmates and give each other positive feedback and suggestions. T: “Now exchange your self-assessment form with your deskmate. Read your deskmate’s self-assessment carefully. Then tell him or her one advantage you think he or she has and one suggestion for improvement. Be kind and encouraging.” Peer assessment helps students learn from each other, understand their own learning situation from others’ perspectives, and enhance their awareness of mutual help and progress. The teacher walks around to guide students to give objective and friendly comments. Activity 3: Teacher’s Evaluation and Summary The teacher summarizes students’ overall learning performance in this unit, affirms their progress and efforts, and points out common problems and improvement directions. T: “I am very proud of you. Everyone has made great progress in this unit. You have learned a lot about music, improved your English skills, and understood the power of music. Some of you still need to practice more in oral English, but I believe you will do better if you keep working hard.” The teacher encourages students to continue learning English and keep exploring the beauty of music, emphasizing that learning is a process of continuous progress and reflection. Step 7: Homework Assignment The teacher assigns hierarchical homework to meet the needs of different students, including basic homework and improved homework. Basic Homework: Read the passage in Assessing Your Progress fluently and recite key sentences. Finish the remaining exercises on the workbook. Review all the vocabulary and phrases in this unit. Improved Homework: Write a short passage about “Music and Me” (80-100 words), sharing how music influences your life. Prepare a short speech about your favorite music and share it in the next class. Hierarchical homework enables students at different levels to gain a sense of achievement and consolidate what they have learned, while stimulating students’ interest in further exploration and improving their autonomous learning ability. Step 8: Classroom Summary The teacher leads students to review the whole class content together, including key vocabulary, passage understanding, language application, learning assessment and so on. T: “Let’s look back on what we learned today. We reviewed the words about music, read a girl’s piano story, practiced using words and sentences, shared our own ideas, and assessed our learning progress. I hope you can not only learn English well but also feel the beauty of music in your life.” The teacher ends the class with encouraging words, leaving students with positive learning experience and expectations for future learning.