人教版（2019）必修 第二册Unit 5 Music Reading for Writing 教学设计
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| 名称 | 人教版（2019）必修 第二册Unit 5 Music Reading for Writing 教学设计 |  | |
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| 文件大小 | 23.1KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-10-20 12:42:09 | ||
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Unit 5 Music: Reading for Writing
教学目标
In this class, students are expected to：
1. grasp the main idea and analyze the structure of a speech.
2. construct an outline for a speech about music.
3. identify language features of a speech and create some sentences using various rhetorical devices.
4. write a speech draft about how music influences people.
教学重点：
1. Guide students to construct an outline for a speech about music.
2. Instruct students to write a speech draft about how music influences people.
教学难点：
Use rhetoric devices in a speech and write a speech properly and concisely.
教学过程
Part 1: Introduction
Warm up: Have a quick review of what students have learnt in this unit: the features of different types of music; one’s music preferences; make conversation about one’s favorite music type; the virtual choir; how to plan a music festival.
T: This class we will learn to make a speech about the effects of music on people.
Q: What do you think you can write about How will you make your speech touching
(设计意图：复习与导入环节。通过对本单元已学内容的回顾，搭建起单元话题大框架，帮助学生形成整体单元意识。并且根据产出导向法的概念，开始阅读课文前即告知学生这节课的产出结果是写一篇演讲稿，驱动学生要关注阅读中的语言内容，写作框架，写作手法等，让学生带着写作任务有目的地学习接下来的阅读内容。)
Part 2: Pre-writing
Step 1: Read for the content
Activity1: Ss listen to the speech and answer the questions:
1. What was Sarah’s problem
2. How did music help her during a difficult time
3. What did music bring to Sarah
4. What is her advice to others
总结： Sarah’s problem → Sarah’s solution → her personal feeling →her advice
Activity2: pair discussion:
5. What is Sarah’s purpose for telling her story
6. Do you agree with Sarah’s advice Why or why not
(设计意图：问题1-4是关于文章的主题内容信息，5-6是关于文章的主题意义信息。问题设置富有层次，从主题内容上升到主题意义。所有问题紧密围绕该演讲的主题，为学生写演讲稿做好关联和支撑。)
Step 2: Read for the structure
T analyses the structure of the speech: Introduction → body → ending
Activity: Ss change the 4-square structure to fit our article)
Introduce a speech (Para.1) Describe my own story(Para. 2)
① ②
4-square
structure
④ ③
Give a brief summary Describe in detail about
of the experience (Para.4) my feelings(Para. 3)
(设计意图：本文采用4-square 结构来进行演讲。教师引导学生在理解了段落意义的基础上，关注文章的体裁特征，帮助学生从理解作者写了什么到作者是如何写的，为后续完成自己的写作任务做好铺垫。)
Step 3: Read for language features
T introduces a writing method: Rhetorical devices(修辞手法)
Activity1: do a quiz to identify different types of rhetorical devices.
Activity2: Match the names of rhetorical devices to the lettered sentences in the speech.
metaphor _______ simile_________ personification________
repetition________ quote ________ rhetorical question ________
(设计意图：让学生学会判断和识别修辞手法属于对语篇结构的微观分析，帮助学生进一步理解作者是如何写作的。教师先用例句和图片解释6类修辞，再运用连线答题，降低了学生判断修辞手法的难度。)
Activity3: T further guides Ss to learn the rhetorical devices that the author uses in the passage.
Question: What are the functions of the rhetorical devices in the speech
(设计意图：通过对文中具体修辞手法的进一步阐释，让学生感悟到其对于增强演讲表现力与演讲者情感的作用，进一步引导学生关注演讲文体的语言用词特征。)
Activity4: group work: Enjoy an English clip of Lonely Warriors. Write a sentence to express your feelings the song gives you with some specific rhetorical devices.
Appreciate some expressions written by students.
(设计意图：让学生通过进一步的练习巩固所学的修辞手法，学会学以致用，同时为后面的演讲稿写作打下基础。同学之间互相欣赏交流彼此创作的句子，更深地领悟到修辞手法在演讲中的重要作用。此外，学生通过一起欣赏歌曲，分享彼此的感情，感受到歌曲对人们的积极影响。)
Step 4: Read for useful expressions
Activity1: Circle positive words Sarah uses to talk about the influence of the music.
Activity2: pair work: Think about more expressions about the positive effects of music.
Activity3: How do you interpret(诠释) the saying: Music is the medicine of the mind
(设计意图：让学生再读para3,圈出讲述音乐影响力的词汇或短语。并用思维导图在“音乐如何帮助或影响你”方面补充更丰富的表达。最后，通过对文中名言的诠释，引导学生领悟音乐的治愈力，提升学生的理解认同能力。活动紧密围绕本单元主题意义：the value of music,探索音乐对个人的价值，同时为后面的写作提供语言素材。)
Step 5: Summary
How does Sarah organize her speech Summarize the following steps.
(设计意图：采用语轮(move)和语步(step)分析理论设计以上活动。语轮是一个有一系列词汇、主题意义和修辞特征所标明的具有统一意义倾向的语篇片段，而语步是实现语轮的修辞策略。让学生分析文本是如何用一个或多个语步来实现语轮，这样的语篇分析不仅对文章的内容和结构进行了总结，更是对学生撰写演讲稿有直接的帮助。)
Part 3: Imitative-writing
T leads Ss to imitate and create a speech about how music can change a person’s life according to what they have learnt in the class.
(设计意图：学生利用所学语言、文章结构进行仿写演讲稿，描写自己和音乐的故事，准确、生动、有逻辑地完整描述出来，指向知识与能力的迁移与创新)
Part 4: Post-writing
Step 1: T presents one student’s draft and assesses it according to the following checklist.
Step 2: Exchange drafts in groups of four, and use the checklist to help revise the draft.
Use A+, A, A-, B+, B, B-, etc. to rank the performance of each part.
Underline key words or sentences in the writing to show evidence for your comments.
Step 3: Assignment
1. Polish (润色)the speech , then write it down on the exercise book.
2. Prepare for the presentation for a speech contest with the theme of “Music and me”.
(设计意图：学生利用同伴交流与反馈评价单等环节，检测演讲稿的结构的完整性，语言表达的准确性等，提升自己的写作能力。教师先示范点评某位同学的作品，然后peers进行互评。最后，教师布置任务：组织一次以“音乐与我”为主题的演讲比赛，同学准备好演讲，并评出等级。演讲稿最终是用来演讲的，只有把写作用到实处，学生才有写作的兴趣和成就感。)
教学目标
In this class, students are expected to：
1. grasp the main idea and analyze the structure of a speech.
2. construct an outline for a speech about music.
3. identify language features of a speech and create some sentences using various rhetorical devices.
4. write a speech draft about how music influences people.
教学重点：
1. Guide students to construct an outline for a speech about music.
2. Instruct students to write a speech draft about how music influences people.
教学难点：
Use rhetoric devices in a speech and write a speech properly and concisely.
教学过程
Part 1: Introduction
Warm up: Have a quick review of what students have learnt in this unit: the features of different types of music; one’s music preferences; make conversation about one’s favorite music type; the virtual choir; how to plan a music festival.
T: This class we will learn to make a speech about the effects of music on people.
Q: What do you think you can write about How will you make your speech touching
(设计意图：复习与导入环节。通过对本单元已学内容的回顾，搭建起单元话题大框架，帮助学生形成整体单元意识。并且根据产出导向法的概念，开始阅读课文前即告知学生这节课的产出结果是写一篇演讲稿，驱动学生要关注阅读中的语言内容，写作框架，写作手法等，让学生带着写作任务有目的地学习接下来的阅读内容。)
Part 2: Pre-writing
Step 1: Read for the content
Activity1: Ss listen to the speech and answer the questions:
1. What was Sarah’s problem
2. How did music help her during a difficult time
3. What did music bring to Sarah
4. What is her advice to others
总结： Sarah’s problem → Sarah’s solution → her personal feeling →her advice
Activity2: pair discussion:
5. What is Sarah’s purpose for telling her story
6. Do you agree with Sarah’s advice Why or why not
(设计意图：问题1-4是关于文章的主题内容信息，5-6是关于文章的主题意义信息。问题设置富有层次，从主题内容上升到主题意义。所有问题紧密围绕该演讲的主题，为学生写演讲稿做好关联和支撑。)
Step 2: Read for the structure
T analyses the structure of the speech: Introduction → body → ending
Activity: Ss change the 4-square structure to fit our article)
Introduce a speech (Para.1) Describe my own story(Para. 2)
① ②
4-square
structure
④ ③
Give a brief summary Describe in detail about
of the experience (Para.4) my feelings(Para. 3)
(设计意图：本文采用4-square 结构来进行演讲。教师引导学生在理解了段落意义的基础上，关注文章的体裁特征，帮助学生从理解作者写了什么到作者是如何写的，为后续完成自己的写作任务做好铺垫。)
Step 3: Read for language features
T introduces a writing method: Rhetorical devices(修辞手法)
Activity1: do a quiz to identify different types of rhetorical devices.
Activity2: Match the names of rhetorical devices to the lettered sentences in the speech.
metaphor _______ simile_________ personification________
repetition________ quote ________ rhetorical question ________
(设计意图：让学生学会判断和识别修辞手法属于对语篇结构的微观分析，帮助学生进一步理解作者是如何写作的。教师先用例句和图片解释6类修辞，再运用连线答题，降低了学生判断修辞手法的难度。)
Activity3: T further guides Ss to learn the rhetorical devices that the author uses in the passage.
Question: What are the functions of the rhetorical devices in the speech
(设计意图：通过对文中具体修辞手法的进一步阐释，让学生感悟到其对于增强演讲表现力与演讲者情感的作用，进一步引导学生关注演讲文体的语言用词特征。)
Activity4: group work: Enjoy an English clip of Lonely Warriors. Write a sentence to express your feelings the song gives you with some specific rhetorical devices.
Appreciate some expressions written by students.
(设计意图：让学生通过进一步的练习巩固所学的修辞手法，学会学以致用，同时为后面的演讲稿写作打下基础。同学之间互相欣赏交流彼此创作的句子，更深地领悟到修辞手法在演讲中的重要作用。此外，学生通过一起欣赏歌曲，分享彼此的感情，感受到歌曲对人们的积极影响。)
Step 4: Read for useful expressions
Activity1: Circle positive words Sarah uses to talk about the influence of the music.
Activity2: pair work: Think about more expressions about the positive effects of music.
Activity3: How do you interpret(诠释) the saying: Music is the medicine of the mind
(设计意图：让学生再读para3,圈出讲述音乐影响力的词汇或短语。并用思维导图在“音乐如何帮助或影响你”方面补充更丰富的表达。最后，通过对文中名言的诠释，引导学生领悟音乐的治愈力，提升学生的理解认同能力。活动紧密围绕本单元主题意义：the value of music,探索音乐对个人的价值，同时为后面的写作提供语言素材。)
Step 5: Summary
How does Sarah organize her speech Summarize the following steps.
(设计意图：采用语轮(move)和语步(step)分析理论设计以上活动。语轮是一个有一系列词汇、主题意义和修辞特征所标明的具有统一意义倾向的语篇片段，而语步是实现语轮的修辞策略。让学生分析文本是如何用一个或多个语步来实现语轮，这样的语篇分析不仅对文章的内容和结构进行了总结，更是对学生撰写演讲稿有直接的帮助。)
Part 3: Imitative-writing
T leads Ss to imitate and create a speech about how music can change a person’s life according to what they have learnt in the class.
(设计意图：学生利用所学语言、文章结构进行仿写演讲稿，描写自己和音乐的故事，准确、生动、有逻辑地完整描述出来，指向知识与能力的迁移与创新)
Part 4: Post-writing
Step 1: T presents one student’s draft and assesses it according to the following checklist.
Step 2: Exchange drafts in groups of four, and use the checklist to help revise the draft.
Use A+, A, A-, B+, B, B-, etc. to rank the performance of each part.
Underline key words or sentences in the writing to show evidence for your comments.
Step 3: Assignment
1. Polish (润色)the speech , then write it down on the exercise book.
2. Prepare for the presentation for a speech contest with the theme of “Music and me”.
(设计意图：学生利用同伴交流与反馈评价单等环节，检测演讲稿的结构的完整性，语言表达的准确性等，提升自己的写作能力。教师先示范点评某位同学的作品，然后peers进行互评。最后，教师布置任务：组织一次以“音乐与我”为主题的演讲比赛，同学准备好演讲，并评出等级。演讲稿最终是用来演讲的，只有把写作用到实处，学生才有写作的兴趣和成就感。)