Unit 5 Reading for Writing 导学案-高中英语人教版（2019）必修第二册.docx

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1、必修二Unit5 Reading for Writing导学案Text contentWrite a speechTheme Context: Man and SocietyTheme group: literature, art, and sportsText analysis:The lecture notes for this lesson describe the impact of music on Sarah Williams in the first person. In the first natural paragraph of the speech, the author

2、introduces himself and gives the topic of the speech; The second natural paragraph tells about my experience in music; The third natural paragraph describes the help of music to oneself and ones own views on music; The fourth natural paragraph connects your own experience with the audience and puts

3、forward your own suggestions to the audience; Thank you concludes the speech. The theme of the text is related to the thematic context of the unit. The text structure is clear, and a large number of rhetorical devices are used to illustrate ones feelings about music. The language is vivid and vivid,

4、 providing a good model for writing.Session objectives1. Obtain the main content and writing characteristics of the speech through reading.2. Learn to write speeches in appropriate language and format.3. Cultivate students self-learning and cooperative learning abilities, and guide students to activ

5、ely learn.4. Cultivate students critical thinking.Key and difficult points:1.Obtain text information and text characteristics.2.Write your speech in the appropriate language and format.Teaching Preparation Teacher Preparation:Music related materials, photos, and videos. Student Preparation:Review rh

6、etorical devices and the use of past participles as predicative and adverbial expressions.Teaching processStep I Learning and UnderstandingActivity 1: Acquisition and sorting1.Free talk:Play a song and ask students whether they like music and why.2.Ask students to look at the picture on Page 56 and

7、make a guess about what happened to the girl and her feeling.3.Recognise the discourse before careful reading.Ask students to scan the text and judge the type of the discourse:a speech.4.Group work:Ask students to read the speech and answer the following questions.(1)What was Sarahs problem?(2)How d

8、id music help her during her difficult time?(3)What is her advice to others? Suggested answers:(1)She had a very serious disease which was difficult to cure. Her body ached and she felt afraid, alone and discouraged.(2)Music gave her happiness.It also gave her strength and brought her relief.Moreove

9、rmusic gave her hope and a sense of satisfaction.(3)She hopes everyone will begin to treasure music and make it a part of their life.根据文本特征设计了三个环节，自由交谈、语篇识别及小组讨论，旨在提高学生语篇认识能力(演讲稿),获取语篇的主要信息。Step Practice and ApplicationActivity 2: Analysis and Judgment1.分析文本特征 Group-work:Ask students to read the spe

10、ech again and try to analyse the structure of the speech;What does each paragraph of the speech talk about? Suggested answers:Paragraph 1: Make a self-introduction and give the topic of the speech.Paragraph 2:The writers experience with music. Paragraph 3:Her feeling about music.Paragraph 4: Relate

11、her experience to the audience(give her advice).Paragraph 5:Close the speech.2.赏析语言(1)Ask students to read the text again and match the names of rhetorical devices to the lettered sentences in the speech.Metaphor:_Personification:_Quote:_Repetition:_Rhetorical question:_ Simile:_Suggested answers: M

12、etaphor:EPersonification:F Quote:B Repetition:CRhetorical question:A Simile:D(2)Question:What expressions does Sarah use to talk about how music can make us feel? Circle the phrases in the speech.Suggested answers:Music gives me., makes my spirit fly,music brings me.,leans on,speaks words of encoura

13、gement to.,etc.活动二分析文本特征和赏析语言特征，深度阅读,挖掘主题意义,学习语篇的写作特征,有助于提高学生对演讲写作的认识和理解，为后续写作做了有效铺垫。Activity 3: Practical Exercise Complete the speech1.Brainstorm.Ask students to work in groups of four,and make a list of the ways that people experience music and how music can help people.Ways people experience mus

14、ic: How music can help people:singing,give encouragement,2.Pair-work.Ask students to talk about their experiences with music and how it has changed their life,or talk about how the life of someone they know has been changed by his/her experience with music.3.Fill in the blanks below with some of the

15、 rhetorical devices you hope to use in your speech.Metaphor: _Personification:_Quote:_said,“_”Repetition:Music makes/gives/helps me/him/her.(1) _(2)_(3)_ Rhetorical question: Have you ever_? Simile(verb+like):_4.Ask students to write their own speeches according to the structure of the speech and us

16、e the rhetorical devices listed above.本活动为写作实践，在写前设计了头脑风暴活动，学生以小组形式讨论人们体验音乐的方法以及音乐对人们的帮助，然后让学生分享自己在音乐方面的经历以及音乐对自己的影响，最后让学生列出写作中可能用到的修辞手法，降低写作难度,增强写作的信心。Step II Migration InnovationActivity 4: Criticism and Evaluation1.Exchange drafts in groups of four and assess each others work according to the che

17、cklist:(1)Does the writer explain how music has changed his/ her/someone elses life?(2)Are some of the rhetorical devices included and used properly?(3)Does the writer talk about how music makes him/ her/someone feel?(4)Is the first word in each sentence capitalised?(5)Does the writer use correct pu

18、nctuation?2.Learn from each other.3. Ask each group to recommend a students writing. Choose two of the recommendations to share with the class.该环节通过小组合作，从内容、修辞手法、拼写及标点符号使用等方面，对组内成员的草稿进行综合评价与相互学习，加深对主题意义的理解和多元思维的培养,实现深度学习。4.课后作业(1)Polish your writing after class.(2)Copy the useful expressions in your group members writings and try to memorise them.学科网（北京）股份有限公司