人教版（2019）必修第二册 Unit 5 Music how to write a speech 教学设计（表格式）
文档属性
| 名称 | 人教版（2019）必修第二册 Unit 5 Music how to write a speech 教学设计（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 20.3KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2023-07-23 19:00:28 | ||
图片预览
文档简介
Book 2 Unit 5 Reading for Writing
Text analysis:
It is a speech about how music has had an impact on Sarah’s life. The first paragraph consists of greetings, self-introduction and introducing the topic. The main part, paragraph 2 and 3, tells Sarah’s personal experience and how music has had an impact on her life, as well as her feelings. Paragraph 4 is the closing part. In the speech, a series of rhetorical devices are used to make the language more persuasive and attractive. By sharing personal experience, the speech can also be more persuasive and convincing. The basic structure of a speech has been presented clearly.
Learning needs:
Students have learnt the rhetorical devices in Chinese, so it should not be difficult for them to understand those sentences. They have also learnt how to write a speech in Chinese, so the structure should also be easy for them to accept. Therefore, what they may find difficult is how to make a speech persuasive and attractive.
Learning objectives:
After learning, students can:
understand the content;
be familiar with the structure of a speech;
analyze the language features of a speech;
know how to make a speech persuasive and attractive;
use what they have learnt to write a speech with a clear structure and persuasive language.
Focal points:
Help students know how to make a speech persuasive and attractive, and use what they have learnt to write a speech with a clear structure and persuasive language.
Teaching procedure:
Steps Activities Purpose Core competence
Step 1 Lead in Activity 1: The teacher shares the song “Happy” with the students. The teacher asks the students a question: What feeling does the singer want to tell us Activity 2: The teacher presents two sentences written with rhetorical devices from the lyrics. 1.To raise students’ interest in the topic. 2.To introduce the concept of rhetorical devices. 3.To guide students to notice rhetorical devices in the next step. Language competence: Pay attention to the rhetorical devices in expressions Thinking competence: Find out different ways to describe feelings. Cultural awareness: Understand the feelings music brings to people.
Step 2 reading Activity 1: Read for language features Read for sentences The teacher leads students to find more sentences with rhetorical devices in Sarah’s speech. Introduce the rhetorical devices. Read and think: Why did Sarah describe her feelings with rhetorical devices instead of simple sentences in her speech Activity 2: Read for content Ask students the following questions: Q1: Can you say something about the story Q2: Why did she start her story by asking a question and end up with a quote Q3: What is her purpose of sharing her story in her speech Activity 3: Read for structure The teacher asks the students to name each part of a speech. During this process, students will learn the structure of a speech. 1.To let students realize the language feature of a speech and the function of rhetorical devices. 2.To understand the importance of rhetorical devices in a speech clearly. 3. To let students realize that personal experiences can make a speech more persuasive. 4. To learn the structure of a speech. Language competence: Analyze its language features; Understand the function of rhetorical devices in expressions. Thinking competence: Compare and realize the differences brought by rhetorical devices. Learning competence: Find information by scanning the passage. Thinking competence: Understand the importance of personal experience in a speech. Language competence: 1.Know the structure of a speech. 2.Understand the information and emotion expressed in a public speech. Cultural awareness: Realize and experience the different feelings and influences brought by music.
Step 3 writing& assessing 1.Brainstorm the experiences that has had an impact on them; 2. Make a speech with the skills learnt in class. 3. Some students will be invited to share their speeches in class. Others will listen to the speech and assess it according to the checklist on the worksheet. 1.To better understand and get familiar with what they have learnt. 2. To help students know what a good speech is and how to make it. Language competence: 1. Improve writing abilities; 2. Be able to write a persuasive speech about the positive influence personal experiences had on our lives. Thinking competence: Know what a good speech is like and how to make it. Learning competence: Know how to assess a speech.
Step 4 homework Polish your speech. Revise it with your classmates. Watch a video of how to deliver a speech and prepare to make a speech in class the next day. To share what they have learnt and grasp the skills of making a speech. Learning competence: Learn from different resources and get more skills after class.
Blackboard design:
How to write a speech
language rhetorical devices powerful
content personal experience attractive
convincing
structure “ID card” clear
Text analysis:
It is a speech about how music has had an impact on Sarah’s life. The first paragraph consists of greetings, self-introduction and introducing the topic. The main part, paragraph 2 and 3, tells Sarah’s personal experience and how music has had an impact on her life, as well as her feelings. Paragraph 4 is the closing part. In the speech, a series of rhetorical devices are used to make the language more persuasive and attractive. By sharing personal experience, the speech can also be more persuasive and convincing. The basic structure of a speech has been presented clearly.
Learning needs:
Students have learnt the rhetorical devices in Chinese, so it should not be difficult for them to understand those sentences. They have also learnt how to write a speech in Chinese, so the structure should also be easy for them to accept. Therefore, what they may find difficult is how to make a speech persuasive and attractive.
Learning objectives:
After learning, students can:
understand the content;
be familiar with the structure of a speech;
analyze the language features of a speech;
know how to make a speech persuasive and attractive;
use what they have learnt to write a speech with a clear structure and persuasive language.
Focal points:
Help students know how to make a speech persuasive and attractive, and use what they have learnt to write a speech with a clear structure and persuasive language.
Teaching procedure:
Steps Activities Purpose Core competence
Step 1 Lead in Activity 1: The teacher shares the song “Happy” with the students. The teacher asks the students a question: What feeling does the singer want to tell us Activity 2: The teacher presents two sentences written with rhetorical devices from the lyrics. 1.To raise students’ interest in the topic. 2.To introduce the concept of rhetorical devices. 3.To guide students to notice rhetorical devices in the next step. Language competence: Pay attention to the rhetorical devices in expressions Thinking competence: Find out different ways to describe feelings. Cultural awareness: Understand the feelings music brings to people.
Step 2 reading Activity 1: Read for language features Read for sentences The teacher leads students to find more sentences with rhetorical devices in Sarah’s speech. Introduce the rhetorical devices. Read and think: Why did Sarah describe her feelings with rhetorical devices instead of simple sentences in her speech Activity 2: Read for content Ask students the following questions: Q1: Can you say something about the story Q2: Why did she start her story by asking a question and end up with a quote Q3: What is her purpose of sharing her story in her speech Activity 3: Read for structure The teacher asks the students to name each part of a speech. During this process, students will learn the structure of a speech. 1.To let students realize the language feature of a speech and the function of rhetorical devices. 2.To understand the importance of rhetorical devices in a speech clearly. 3. To let students realize that personal experiences can make a speech more persuasive. 4. To learn the structure of a speech. Language competence: Analyze its language features; Understand the function of rhetorical devices in expressions. Thinking competence: Compare and realize the differences brought by rhetorical devices. Learning competence: Find information by scanning the passage. Thinking competence: Understand the importance of personal experience in a speech. Language competence: 1.Know the structure of a speech. 2.Understand the information and emotion expressed in a public speech. Cultural awareness: Realize and experience the different feelings and influences brought by music.
Step 3 writing& assessing 1.Brainstorm the experiences that has had an impact on them; 2. Make a speech with the skills learnt in class. 3. Some students will be invited to share their speeches in class. Others will listen to the speech and assess it according to the checklist on the worksheet. 1.To better understand and get familiar with what they have learnt. 2. To help students know what a good speech is and how to make it. Language competence: 1. Improve writing abilities; 2. Be able to write a persuasive speech about the positive influence personal experiences had on our lives. Thinking competence: Know what a good speech is like and how to make it. Learning competence: Know how to assess a speech.
Step 4 homework Polish your speech. Revise it with your classmates. Watch a video of how to deliver a speech and prepare to make a speech in class the next day. To share what they have learnt and grasp the skills of making a speech. Learning competence: Learn from different resources and get more skills after class.
Blackboard design:
How to write a speech
language rhetorical devices powerful
content personal experience attractive
convincing
structure “ID card” clear