Unit 5 Music Reading for Writing教学设计&学案（表格式）2025-2026学年高中英语人教版（2019）必修第二册

Teaching Design
Name Gordon Grade Grade 1o
Period Reading for Writing Time Feb. 11
B2U5 MUSIC Write a speech
Type 新授课 单元复习课□ 专题复习课□ 习题/试卷讲评课□ 其他□
Teaching philosophy 1. 实践教–学–评一体化（integration of teaching, learning, and assessing），关注课堂教学过程，通过英语活动实施各种评价。 2. 践行指向核心素养发展的英语学习活动观，语言实践活动体现综合性、关联性和实践性，促进课程内容的学习和核心素养的发展。 3. 实施深度教学（Deep Learning Theory），在活动与体验中，获得完整的学习事件。
Analysis of Teaching Contents
WHAT 主题语境：人与社会 主题群：文学、艺术与体育 子主题：音乐 语篇类型：演讲稿 演讲稿是 Sarah Williams 的故事分享，讲述“音乐改变人们的生活”。音乐对人们的生活有着积极影响，帮助人们摆脱困境和危机，与此同时，人们在体验音乐的过程中又能获得收获，锻造勇敢面对、积极克服困难的精神。 HOW 本节读写课的设计思路是“写作情境设置–文本内容理解–文本结构和语言特征分析–写作过程指导–写作成果评价”。第一部分是阅读，属于语言输入部分。该文本用到的修辞手法（rhetorical device）有设问、引用、明喻、暗喻、重复、拟人等，具有典型的演讲稿的组织结构特征和语言特征。在问题链的引导下，从解读演讲稿内容、提取文本结构和修辞手法再到学生自己写作，各项任务让学生的思维得到锻炼，从浅层次活动逐步向深层次活动靠近。通过不同层次的活动设计，训练学生阅读能力的同时增进对语篇结构的理解，形成文体意识，梳理写作思路、练习写作手法、关注演讲技巧，培养学生正确的人生观，达到最终通过掌握知识、训练能力、实践练习、形成价值、发展素养的目标。 WHY 以读促写的目的是教学生如何写演讲稿，选择与单元主题相关的一篇演讲稿，为学生提供写作参考模板，把阅读和写作结合起来，能够帮助学生更好地解读文本，内化演讲稿的独特的组织结构特征和语言特征，并指导学生写出以“音乐怎样影响人生”为话题的演讲稿，了解美好的音乐不仅能够陶冶情操，还可以疗伤治病，深入理解单元大观念。
Student Analysis
What I Know 本单元围绕“音乐”展开，涉及“感知音乐的不同种类”、“感受音乐的治愈和纽带作用”、“学会欣赏音乐、感知音乐、介绍音乐”等主题话题。本板块为读写活动任务链，围绕“音乐的疗愈功能”展开。学生在前面几个板块学习积累了许多单元主题相关的知识，在阅读过程中能够获取语篇信息，有利于“以读促写、读写结合”，完成写作任务。 What I Want to Know 主题语境：“写一篇演讲稿（讲述音乐怎样影响人生）”契合单元开篇页的“音乐是人类通用的语言”，学生通过学习 Sarah Williams 的亲身经历，能够深入理解“Music is the medicine of the mind.”。 语篇阅读：演讲是一种“formal talk”，有别于电子邮件或书信，其脉络清晰，语言优美。学生难以欣赏演讲稿的语言美，关注其中的语言表达形式，并将其迁移到写作语境。 书面表达：在阅读理解环节，学生分析并学习语篇结构和语言特征。在书面表达中，学生重点围绕“Body”进行内容扩充，基于演讲提纲，将修辞表达有机糅合进入演讲初稿。 学习策略：在教师的指导和策略支撑下，学生能够主动完成文体分析、修辞欣赏、写作任务、写作框架、评价建议等活动，并且发展写作过程中的认知和调控策略。 What I Learned 学生在“public speaking”当中初步接触“speech”，对“演讲”的组织结构特征和语言特征有一定的认知。阅读此类文本不易产生畏惧心理，但是要学生完成“演讲稿写作”具有挑战性，特别是使用修辞手法（rhetorical devices）来增强写作的语言表现力，让演讲内容具有说服力和感染力。
Teaching Objectives
Language Competence 1. 正确使用修辞手法来增加演讲稿的语言表现力； 2. 掌握与话题相关的词块与句块；
Learning Strategy 1. 概括整合修辞手法，并模仿运用； 2. 分析归纳相应的演讲技巧；
Thinking Quality 1. 理解和体会音乐在日常生活中的积极作用； 2. 培养深层理解能力；
Cultural Awareness 1. 了解和体会音乐带给人们的不同感受和积极影响；
For High Achievers For Low Achievers For Underachievers
完成既定目标 掌握大部分内容 掌握重点内容
Key and Difficult Points
Key Points 1. 就“音乐如何影响人生”写一篇演讲稿；
Solutions 1. 阅读文本，理解文本结构与语言特征； 2. 加强协作过程指导；
Difficult Points 1. 学习使用修辞手法；
Solutions 1. 讲解，举例说明； 2. 仿写，练习运用；
Teaching Aids
PowerPoint, interactive whiteboard, colored chalks, etc.
Teaching Methods Learning Methods
Communicative Teaching Method Situational Teaching Method Activity-based Approach to English Learning KWL Teaching Method Unit Integrative Teaching Autonomous Learning Cooperative Learning Inquiry-based Learning
Teaching Procedures
Step Teacher’s Activity Students’ Activity Intention Assessment
Step 1 Lead-in Task: MUSIC AND ME T: Do you have any experience with music How has it changed your life Ss: Read the task, think, and share. 学习理解：问题导入，创设写作情境，引导学生思考，感知并理解主题意义。 随机提问，师生互动，当堂反馈。
Step 2 Reading Fast Reading Activity: Read for text T: Summarize the main idea of each paragraph. Note: Pay attention to topic sentence and keywords. T: Analyze the structure of the text. Beginning - Para.1 Body - Para.2-3 Ending - Para.4 Tip: Speech writing has a clear structure, focusing on one topic. Activity: Read for writing T: Read the speech quickly and use general words to summarize the main content of each part. Beginning greeting, introduction, topic Body timeline+events+feelings (topic sentence+supporting details) Ending summary, call to action, thanks Tip: Speech sends massage to audience, aiming to influence people to think and act in your favor. Activity: Read for language features 1. Rhetorical Device/Figure of Speech T: Match the names of rhetorical devices to the lettered sentences in the speech. Metaphor: Music became the key that unlocked my silent world, turning my loneliness into a symphony of hope. Personification: Music brings back the warmth of lost time. Quote: As Beethoven famously said, ‘Music can change the world’—it first changed how I saw myself. Repetition: Music gave me courage when I was afraid. Music gave me strength when I was weak. Music gave me a voice when I had none. Rhetorical question: How could I remain the same when every melody was rewriting my story Smile: Learning to express myself through music was like a compass finally finding its true north. Tip: Speech should attract audience. Ss: Read the speech quickly and get the main idea of each paragraph. Ss: Read and divide the text based on team work. Ss: Skim the text for general ideas. Ss: Read carefully and finish the language practice. 学习理解：初次阅读构建内容图式，获取细节信息，梳理、概括、整合本文脉络，促进建构结构化知识。 学习理解&应用实践：再次阅读构建结构图式，以可视化思维工具呈现文体结构，深入学习语篇特征。 应用实践：分析语篇内容，概括细节信息，建构结构图式。 学习理解&应用实践：学习常见修辞，与已有图式建立联系，形成新的知识结构，建构语言图式。 课堂观察，提供帮助。 提问，检查划分情况，引导学生关注文体特征，正面评价。 评价小组发言，适当总结归纳。 提问并反馈。
Step 3 Writing Activity: Learn to use T: In what ways do people experience music How can music help them Ways people experience music How music can help people
T: Complete the outline. Notes: ·Introduce yourself. ·Give the topic of your speech. ·Write about your experience with music. ·Write about how music made you feel. ·Relate your experience to the audience. ·Close the speech. T: Organize your draft. Useful structures: … Plus: Use the checklist to revise your draft. Note that the checklist is attached below. Ss: Work in groups and discuss. Ss: Read the “Notes” and complete the outline. Ss: Improve the draft with the help of writing scaffolding and revise the draft according to the checklist. 迁移创新：基于主题，内容输出。讨论补充表达，以思维导图呈现。深化的主题意义的探究，达成评价性理解。 应用实践：模仿文本，结构输出。 迁移创新：整合表达，语言输出。 观察讨论结果，丰富表达内容。 指导学生完成写作大纲。 监控课堂进度，提示学生跟进教学节奏。
Items Details YesNoContent Do my writing cover all the points mentioned Are all the parts included and organized in a good order Does each sentence relate to the main idea Language Do I use words or phrases learned in this unit/lesson Do I use correct spelling, punctuation, and capitalization Are there any grammar mistakes Are the sentence structures correct Does the writing contain some proper rhetorical devices we have learned Structure Is my writing coherent and well-organized Are there any linking or transitional words in my writing Handwriting Is the writing neat and beautiful Is the handwriting easy to read Underline key words or sentences in the writing to show evidence for your comments.
Step 3 Summary T: Let’s conclude what we have learned today: Three things I learned in this lesson:… Two interesting facts:… One question I still have:…
Step 4 Homework Need to do: Try to do:
Appendix
Blackboard Design
应用文写作
假定你是高三学生李华，你校学生会计划发起“校园低碳生活周”活动。请你以学生会主席的身份，写一篇英语演讲稿，内容包括：
活动的目的(减少浪费、保护环境);
1. 具体倡议(节约水电、自带餐具、二手物品交换等)；
2. 呼吁大家积极参与。
注意：
1. 词数 80 左右；
2. 开头和结尾已给出，不计入总词数。
Dear fellow students,
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Let’s work together to make our campus a greener place!
范文
On behalf of the Student Union, I feel delighted to deliver a speech on low-carbon lifestyle in front of you. Recently, the Student Union initially launched the “Low-carbon Life Week” event on campus.
The purpose of the event is multifaceted in that it aims to reduce food waste and protect the environment. To fully implement this initiative, we can take actions to save water resources and electricity. Apart from that, avoiding disposable lunch box is encouraged, as it is eco-friendly to use personal lunch box. More importantly, we can exchange what we like if we have used items. At last, we can do our part to make contributions to low-carbon lifestyle.
读后续写
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
The Forgotten Melody
Eliot stood in front of the old piano, his fingers hanging in the air. He didn’t know why he’d come. The piano in his grandmother’s sunroom hadn’t made a sound in years. It was the fifth summer after Granny died. The house felt empty without her. He remembered her baking cookies, reading, and telling stories about her home in Sicily, but never playing music.
His fingers lingered on the keys gently and then unlocked the piano bench. He found more than dust. There was an old piece of paper, with notes written on it. At the top, in wobbly writing, it said “For my Eliot”. Out of curiosity, he pressed the keys. Though just a small part of the piece, there was something familiar about it - like a song he’d heard in a dream. He tried again. This time, a short, soft tune came out. It made him feel warm, like a hug. He played it so smoothly as if he had done it countless times.
“Eliot ” He turned. Mrs. Rossi, her grandmother’s friend, was standing in the door. “You’re back!” “Mrs. Rossi! Yeh! For my solo concert!” Her eyes got big when she saw the paper. “That song…you got it! She and your grandfather wrote it for you, when you were a baby. They played it together every night when you slept. Your grandma used to play all the time.” Eliot frowned.“Why did she stop ”
注意：
(1) 续写词数应为 150 左右；
(2) 请按照如下格式在答题卡的相应位置作答。
Mrs. Rossi sighed and looked sad, her gaze drifting to the paper like she was seeing the past.
Eliot’s fingers brushed the worn paper as if touching his grandmother’s hand.
范文
Mrs. Rossi sighed and looked sad, her gaze drifting to the paper like she was seeing the past. “After your grandfather passed, the piano felt too heavy for her.（情感拟人化表达） Every key reminded her of him - of the nights they sat here, your tiny crib by the wall, this tune wrapping around you like a blanket.（意象描写营造温馨画面）She couldn’t bear to play it alone, not when it was always ‘their song’.”（情感转折：无法独自承受失去”，强调音乐是夫妻二人的情感象征） She nodded at the paper in Eliot’s hand. “But she never threw it away. Said someday you’d find it, that the music would bring him back to you too.”（情感升华，暗示音乐是连接“过去—现在—未来”的纽带）
Eliot’s fingers brushed the worn paper as if touching his grandmother’s hand. Without thinking, he sat down on the bench, his fingers hovering over the keys again - this time not with hesitation, but with purpose.（鲜明对比，表现人物的心理成长与决心） He played the tune slowly at first, then let it flow faster, the soft melody filling the sunroom like a long-lost voice（动作描写 + 比喻修辞，回应原文）. For a moment, he swore he smelled Granny’s vanilla cookies, heard the lilt of her Sicilian accent.（文化与家庭记忆，展示人物情感的温度） When he finished, he smiled at Mrs. Rossi. “I think I’ll play this at my concert. For them.”（直接引语，Eliot主动表达“我将为他们演奏”，不仅呼应前文主题“音乐的传承与治愈”，也体现了人物成长与情感升华）