【教案】Unit+5Reading+for+writing+说课稿+教学设计+-2022-2023学年高中英语人教版（2019）必修第二册.docx

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1、说课稿Good morning, everyone! Today I am glad to share my lesson plan with you. It is a reading for writing class in PEP Book2 Unit5.This teaching material is a speech about music. I divide my contents into 8 parts: analysis of teaching material, analysis of students, teaching objectives, key and diffi

2、cult points of teaching, teaching and learning methods, teaching procedures, blackboard design and teaching reflection. As for the theoretical basis, the new English Curriculum Standard has showed us the core competence of this subject. It includes 4 parts: language ability, thinking capacity, learn

3、ing ability and cultural awareness. Then we come to analysis of the teaching material. In the speech, Sarah Williams talks about the music effects on himself. It is related to self and humans. And it includes many phrases related to music. Besides, with a clear structure and simple descriptions, stu

4、dents are easy to understand the passage. Therefore, it plays a significant part in both inputs and outputs.According the analysis of teaching material and learning condition, I set the followingteaching objectives: By the end of this period, students will be able to:(1) Language abilityStudents can

5、 grasp some words, phrases and rhetorical devices related to music by applying and practicing.(2) Thinking capacityStudents can enhance their critical thinking by predicting, further thinking and discussing.(3) Learning AbilityStudents learn to write speeches by reading and imitating the structure o

6、f excellent speeches.(4) Cultural AwarenessStudents will understand the musics power for mankind by experiencing and appreciating.Lets come to the key and difficult points of teaching. The key points are: through a mind map, students can understand and master the basic structure of English speech. T

7、hrough theme-based reading, students can acquire information about how music can change a persons life. The difficult points are: students apply rhetorical devices describing music in writing and develop critical thinking in writing.The second part is analysis of students.The target studentsare Grad

8、e 2 students in senior high school. They can read the material independently, be active to create new things and have related life experience. However, they also have some problems. For example, students are short of related vocabulary. They have little chance to write the English speech before. The

9、y are also insensible to write complex sentences and apply rhetoric devices in English writing.Then, I apply two kinds of teaching methods: task-based teaching methods and communicative teaching methods, and two learning methods: team work and induction.Before introducing my procedures, I will show

10、my outline first. I will push my teaching from reading for main ideas, structures, to details and language features.In lead-in stage, the activity is prediction and discussion. The teacher gives some key words and the picture. Then, encourage students to predict the main idea of this passage by disc

11、ussing together. I think this activity can stimulate students interest and let them get involved in class quickly.In pre-writing stage, there are two activities.The first activity is read for the main ideas. Students skim the passage quickly and then I invite some students to do some match as follow

12、s. Students can grasp the main ideas quickly and have a clear understanding of the passage.The second activity is read for the structure. Students find out the beginning-body-ending part, and write the clues in the following blank. From this activity, students can know how to organize their speech.I

13、n while-writing stage, I design three activities.As for activity 1-read for details in the beginning. Students read the first paragraph carefully. Then I will help students to analyze the main points through a mind map. After that, I will give the topic of How Music Changes a Persons Life and ask st

14、udents to draft the first paragraph. When the activity ends, I will invite some students and make brief comments. The above activity will guide students to form ideas and develop the writing ability.In activity2-read for details in the body. Students read the body part quickly and work in group of 4

15、 to talk about their opinions and attitudes of music. I give some clues to encourage them to discuss. After discussion, students are required to write a draft of body part. I ask them to use two kinds of complex sentences at least; and go around to provide help. Through these activities, students ca

16、n enhance their confidence in expressing their thoughts and raise the awareness of cooperative work. In activity3-read for the language features. I teach the rhetorical devices briefly and students match them to the lettered sentences in the speech. After students learn the devices, I will let them

17、apply some rhetorical devices in their speech by further thinking. In the process, students can master writing techniques and improve their writing abilities.In post-writing stage, I design two activities.The first activity is share and evaluation. Students exchange their speech and make peer-editin

18、g. I choose some compositions to show and evaluate their strengths or weaknesses. Self-evaluation and mutual evaluation can help students find their own shortcomings in writing, which can also form a good learning atmosphere.At last, according to the mind map in the blackboard, I guide students to r

19、eview what we have learned today. Through summary and review, it can deepen students impression and contribute to form good study habits.In homework, I let students to finish the ending part and revise the speech. Besides, they need to find more vivid words or phrases to polish the speech.This is my

20、 blackboard design. The last part is teaching reflection.I conclude that students have limited time to write the speech.Because it is reading for writing class, students are easy to feel bored in the process. Also I have limited time to teacher thoroughly and lack of further exploration of the theme

21、. So I need to pay attention to students feelings and adjust my teaching activities or styles.教学设计The design of a writing lesson: musicThematic context: Human and selfthe positive influence of music on ones lifeText type: SpeechLength of lesson: One period (45 minutes) Text Analysis:The text in this

22、 lesson is a speech that introduces music effects. The article describes how Sarah Williams fight against the serious disease through music, points out music effects and advises everyone to treasure music and make it a part of life. The article unfolds by following the steps. The key words are disea

23、se, ache, treatment, satisfaction, etc. The text has many distinctive language features, such as metaphor, simile, quote, personification and so on. As a speech, it has a clear structure, which helps students to master the writing procedures quickly. The moral value intended in this text is that ss

24、should understand the musics power for mankind, and make use of music on healing themselves.Analysis of students learning needs: The students in this class have a good English foundation,a serious attitude toward learning, and a high level of enthusiasm for creating new things. They are able to read

25、 the material independently, and some of them have similar life experience about music. However, most ss are relatively short of related words describing music. Besides, they have little chance to write a English speech and dont know the speech structure. Although ss get familiar with the speech, th

26、ey are insensible to write complex sentences and apply rhetoric devices in English writing.Teaching objectives:At the end of this lesson,ss will be able to: 1. grasp some words, phrases and rhetorical devices related to music by applying and practicing; 2. enhance their critical thinking by predicti

27、ng, further thinking and discussing; 3. learn to write speeches by reading and imitating the structure of excellent speeches.4. understand the musics power for mankind by experiencing and appreciating.Teaching focus: Let ss, through reading, get basic information about the whole structure of this sp

28、eech on music, and write a draft on “How music changes a persons life”. Teaching difficulties: Help ss learn to master the speech structure about music, and then lead them to apply rhetorical devices describing music and develop critical thinking in writing.Teaching resources: Textbook, multimedia c

29、ourseware, ss worksheets, blackboard, and chalk. Teaching procedures:StepsTeaching activitiesDesign purposesInteractiontime & modeLead-inStep1The teacher gives some key words and a picture. Then,ss predict the main idea of this passage by discussing together.Stimulatess interest; and make them get i

30、nvolved in class.3GWPre-writingStep 2-Read for the main ideasSs skim the passage quickly.T invites some ss to do some match as follows. Para1 introducing the topicPara2 express expectations and call for actionsPara3 music helped me recoverPara4 thanks to the audiencePara5 my personal feeling of musi

31、cGrasp the main ideas quickly and have a clear understanding of the passage.6IWStep3-Read for the structureSs find out the beginning-body-ending part,and write the clues in the following blank.beginingPara1Goodmorning!.bodyPara2Para3endingPara4Para5Thankyou！From this activity, ss can know how to org

32、anizetheir speech.6IWWhile-readingStep 4-Read for details in the beginningSs read the first paragraph carefully. T helps ss to analyze the main points through a mind map.T gives the topic of “How Music Changes a Persons Life” and asks ss to draft the first paragraph. When the activity ends,ss make b

33、rief comments.Guide ss to form ideas and develop the writing ability.7IWStep 5-Read for details in the bodySs read the body part quickly and work in group of 4 to talk about their opinions and attitudes of music. T gives some clues to encourage them to discuss,such as lonely, afraid, satisfied, happ

34、y, delighted, discouraged, etc.After discussion,ss write a draft of body part. T asks them to use two kinds of complex sentences at least and go around to provide help. Enhancetheconfidence in expressing individuals thoughts and raise the awareness of cooperative work.15GWIWStep 6-Read for the langu

35、age featuresTteaches the rhetorical devices briefly.ss match them to the lettered sentences in the speech. After that,ss apply some rhetorical devices in their speech by further thinking. Master writing techniques and improve writing abilities.7IWPost-writingStep 7ss exchange their speech and make p

36、eer review. T chooses some compositions to show and evaluate their strengths or weaknesses.Self-evaluation and mutual evaluation can help ss find their own shortcomings in writing,which can also form a good learning atmosphere.5CWIWStep 8According to the mind map in the blackboard,T guide ss to review what we have learned today.Deepen ss impression and form good study habits.2CWHomework Finish the ending part and revise the speech. Find more vivid words or phrases to polish the speech.1Notes:Ss: Students T: Teacher IW: Individual work GW: Group work CW: Class work学科网（北京）股份有限公司