人教版(2019)必修 第二册Unit 5 Music Reading for Writing 教学设计

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 ... ...