Unit 5 Music Reading for Writing 课件-2025-2026学年高中英语人教版（2019）必修第二册

Unit 5 Music Reading for Writing Einstein said, “I get most joy in life out of my violin.” If I were not a physicist, I would probably be a musician. —Albert Einstein  2 1. What was her problem? 2. How did music help her during her difficult time? 3. What is her advice to others? 1. What was her problem? 2. How did music help her during her difficult time? 3. What is her advice to others? 1. What was her problem? 2. How did music help her during her difficult time? 3. What is her advice to others? What is the text type? A speech is a form of oral communication in which a speaker presents a message or expresses ideas, emotions, etc. to an audience. Paragraph Function   1 A. Relating her experience to the audience and giving advice. 2 B. Introducing herself and the topic. 3 C. Explaining the positive impact of music in detail. 4 D. Stating the central problem she faced.   E. Describing the turning point with music. Label the parts of the speech by writing the corresponding letter (A-E) in the boxes below to show the structure. Work out the Structure Opening (Para.1) Body (Para.2-3) Closing (Para.4) A speech ① ② ③ ④ ⑤ ⑥ the structure of a speech ⑦ greeting self-introduction topic personal story personal feelings advice thanks/expectations Find out the language features [A] Have you ever faced a time when things looked dark and you had no hope at all? [B] John A. Logan said, “Music is the medicine of the mind.” [C] Music gave me happiness. [C] Music gave me strength and brought me relief. [C] music gave me hope and a sense of satisfaction. [D] it made my spirits fly like a kite in the wind. [E] It was the rock I leant on to become strong and to get through those hard times. [F] It became my best friend. personification rhetorical question metaphor repetition quote simile rhetorical devices Simile: Compares two different things using “like” or “as”. Metaphor: Directly compares two unrelated things without “like” or “as”. Rhetorical question: A question asked for effect, not to get an answer. Quote: Repeats someone else’s exact words. Repetition: Repeats words, phrases, or sentences for emphasis. Personification: Gives human qualities to non-human things. Simile: She is as brave as a lion. Metaphor: Time is a thief. Rhetorical question: Who doesn’t want to be happy? Quote: “Actions speak louder than words,” he often says. Repetition: Keep going, keep going, keep going until you succeed. Personification: The flowers danced in the wind. Study the language features. 2 1 Match the names of rhetorical devices (修辞手法) to the lettered sentences in the speech. metaphor ________ personification _________ quote ___________ repetition ____________ rhetorical question ________ simile ______________ A E F B C D Simile (verb + like):音乐如河流般流淌，带走了我的烦恼。 Music flows like a river, carrying my worries away. Metaphor: 音乐是黑暗中的光芒。 Music is the light in the darkness. Rhetorical question: 你曾经有过感到迷茫，然后从一首歌中寻得慰藉的经历吗？ Have you ever felt lost and found comfort in a song? Music makes me happy. Music gives me strength. Music helps me relax. Repetition:音乐让我快乐。音乐给予我力量。音乐帮助我放松。 Writing Now use what you have learnt to write a speech about how music has changed your life. Write a speech 1. Think of ways that people experience music, and how music can help people. Then discuss with your partners. 2. Now think about your experience with music and how it has changed your life, or think about how the life of someone you know has been changed by his/her experience with music. Group Discussion I will write about: □ Myself □ Someone I know (e.g., my friend, a family member) Plan your speech and build your draft. Step 1: Brainstorm Your Topic ·Ways I/Someone experience music: (e.g., singing, listening to hip-hop, playing the piano) ·How music can help: (e.g., gives energy, makes me happy, helps me relax) Step 2: Choose Your Story I will write about: □ Myself □ Someone I know (e.g., my friend, a family member) Step 3: Build Your Speech (Fill in the Blanks) 1. Introduction: Grab Attention 2. The Story: The Problem & The Music 3. The Impact: How Music Helped (USE YOUR RHETORICAL DEVICES HERE!) 4. Conclusion: Relate and Conclude Step 3: Build Your Speech (Fill in the Blanks) 1. Introduction: Grab Attention ·Greeting & Self-introduction: “Hello, my name is __________, and I’m here to talk about how music changed __________ life.” ·Rhetorical Question Hook (Ask a question to make your audience think): “Have you ever felt __________?” (e.g., really sad, lost, incredibly happy, full of energy?) 2. The Story: The Problem & The Music ·Set the Scene (When? What was the problem?): “__________ ago, I/He/She __________ because __________.” ·Describe Your Feelings (Use emotional words): “I/He/She felt so __________ and __________.” ·The Turning Point (What music did you encounter?): “Then, I/He/She encountered the song/music __________. It made me/him/her feel __________.” 3. The Impact: How Music Helped (USE YOUR RHETORICAL DEVICES HERE!) You must use at least TWO of the devices below. ·Repetition (Repeat a phrase 2-3 times for emphasis): “Music gave me/him/her __________. It gave me/him/her __________. And it gave me/him/her __________.” ·Simile (Compare a feeling to something using like or as): “It made me/him/her feel like __________.” ·Metaphor (Say something is something else to create a strong image): “Music became the __________ for me/him/her.” (e.g., light in the dark, a key to a new world) ·Personification (Make music do something a person can do): “The music told me/him/her, ‘__________.’ ” ·Quote (Use a famous saying about music or strength): “__________ once said, ‘__________.’ ” 4. Conclusion: Relate and Conclude ·Relate to your audience: “Maybe you haven’t experienced the same thing, but we all feel __________ sometimes.” ·Final advice or hope: “During those times, I hope you can also find __________ in music.” ·Thank your audience: “Thank you!” Writing Time Exchange your first draft with a partner. Read your partner’s speech carefully and use this checklist to give them constructive feedback. Does the article adopt the typical structurte of a speech? Have any of the rhetorical devices we learnt been used? Are the sentence structures correct? Do all the sentences begin with capital letters? Are there any spelling mistakes? Peer Evaluation How Music Changed My Life Hello, my name is Alex, and I’m here to talk about how music has changed my life. Two years ago, I was going through a tough time, feeling stressed and lost. One day, I started listening to classical music every night before bed. It was like a warm blanket on a cold night, calming my mind and giving me hope. Music became my refuge, helping me relax and forget my worries. Plato once said, “Music gives a soul to the universe,” and I truly believe it. I hope you, too, can find a song that guides you through life’s challenges. Thank you for listening! Model 1 How Music Changed My Life Good morning, everyone! I’m Tom. It’s wonderful to be here and tell you how music has changed my life, just like a magic key opening a new world. A year ago, I broke my leg and had to stay in bed for months. Every day felt gray, and I was as sad as a bird without wings. Then my mom played a piece of violin music for me. The melody was so smooth, like a gentle stream flowing through my heart. It made me feel calm and hopeful. As the days went by, music became my closest friend. When I felt down, lively pop songs would make my spirits dance like butterflies. When I needed courage, powerful rock music was the shield I leaned on to face the boredom. Now, I’ve recovered and music is still with me. It taught me that even in the darkest moments, there’s always a ray of light in the form of music. I hope you all can find your own “musical light” too. Thank you! Model 2 1.Finalize your speech based on the peer feedback. 2. (Optional Choice) Prepare to deliver a 1-2 minute excerpt of your speech in the next class, OR record a short video of your delivery. Homework: 1 Analyze the Teaching Material 2 Identify Key and Difficult Points 3 Analyze the Students 7 Explain the Blackboard Design CONTENTS 8 Reflect on the Teaching 4 State the Teaching Objectives 6 Describe the Teaching Procedures 5 Introduce Teaching Methods and Aids Analyze the Teaching Material 1 The text is a speech about how music helped Sarah recover from a serious disease. When she felt hopeless, music gave her strength and hope, brought her happiness, and became her best friend. English Curriculum Standards, released in 2017, revised in 2020 English Curriculum Content with Six Components Integrated Based on new standard curriculum The Theory of Developing Students’ Core Competences Read the lines Read beyond the lines Read between the lines scaffolds Bloom’s Taxonomy lack experience in using rhetorical devices in writing. need explicit guidance to transform personal stories into compelling narratives. interested in music familiar with basic English expressions and have preliminary reading skills Senior One student Analyze the Students 2 30 plan, draft, and revise a speech collaboratively using graphic organizers and peer feedback; comprehend and use vocabulary related to emotions and the influence of music; to identify and apply key rhetorical devices in writing; analyze textual structure and language features; to turn personal experiences into a structured narrative ; Analysis of the Teaching Material Analysis of the Target students Learning Objectives 01 02 By the end of the class, students will be able to: 03 State the Teaching Objectives 2 3 appreciate music as a universal language, fostering empathy and understanding. 04 31 Key point Difficult point 1.Analyzing the structure and linguistic features of the model speech. 2. Understanding and practicing the use of rhetorical devices to express emotions and ideas powerfully. 1.Guiding students to connect music to a specific, impactful personal (or known) experience and articulate it clearly. 2. Enabling students to consciously and effectively integrate rhetorical devices into their writing to enhance expressiveness, moving beyond literal translation. Identify Key and Difficult Points 4 Introduce Teaching Methods and Aids 5 Teaching Methods Aids PWP Model (Pre-reading, While-reading, Post-reading) Genre-Based Pedagogy Scaffolded Instruction Collaborative Learning (Think-Pair-Share, Peer Evaluation) Process Writing (Planning, Drafting, Revising) Multimedia PPT Audio recordings of the speech Whiteboard/Blackboard Handouts (Model Speech Analysis Worksheet, Speech Writing Scaffold, Peer Evaluation Checklist) Step I: Lead in Step II: Reading & Analysis Step III: Post-reading: Scaffolding for Writing Step IV: Drafting & Peer Evaluation Step V: Sharing & Consolidation Step VI: Homework Learning and understanding Applying and practicing Transferring and creating Describe the Teaching Procedures 6 34 Step I: Lead in Step II: Reading & Analysis Step III: Post-reading: Scaffolding for Writing Step IV: Drafting & Peer Evaluation Step V: Sharing & Consolidation Step VI: Homework Learning and understanding Applying and practicing Transferring and creating Describe the Teaching Procedures 6 Purpose: To engage students and activate prior knowledge and let them know that music is powerful. 35 Step I: Lead in Step II: Reading & Analysis Step III: Post-reading: Scaffolding for Writing Step IV: Drafting & Peer Evaluation Step V: Sharing & Consolidation Step VI: Homework Learning and understanding Applying and practicing Transferring and creating Describe the Teaching Procedures 6 36 What is the text type? A speech is a form of oral communication in which a speaker presents a message or expresses ideas, emotions, etc. to an audience. Paragraph Function   1 A. Relating her experience to the audience and giving advice. 2 B. Introducing herself and the topic. 3 C. Explaining the positive impact of music in detail. 4 D. Stating the central problem she faced.   E. Describing the turning point with music. Label the parts of the speech by writing the corresponding letter (A-E) in the boxes below to show the structure. Work out the Structure Opening (Para.1) Body (Para.2-3) Closing (Para.4) A speech ① ② ③ ④ ⑤ ⑥ the structure of a speech ⑦ greeting self-introduction topic personal story personal feelings advice thanks/expectations Find out the language features [A] Have you ever faced a time when things looked dark and you had no hope at all? [B] John A. Logan said, “Music is the medicine of the mind.” [C] Music gave me happiness. [C] Music gave me strength and brought me relief. [C] music gave me hope and a sense of satisfaction. [D] it made my spirits fly like a kite in the wind. [E] It was the rock I leant on to become strong and to get through those hard times. [F] It became my best friend. personification rhetorical question metaphor repetition quote simile rhetorical devices Simile: Compares two different things using “like” or “as”. Metaphor: Directly compares two unrelated things without “like” or “as”. Rhetorical question: A question asked for effect, not to get an answer. Quote: Repeats someone else’s exact words. Repetition: Repeats words, phrases, or sentences for emphasis. Personification: Gives human qualities to non-human things. Simile: She is as brave as a lion. Metaphor: Time is a thief. Rhetorical question: Who doesn’t want to be happy? Quote: “Actions speak louder than words,” he often says. Repetition: Keep going, keep going, keep going until you succeed. Personification: The flowers danced in the wind. Study the language features. 2 1 Match the names of rhetorical devices (修辞手法) to the lettered sentences in the speech. metaphor ________ personification _________ quote ___________ repetition ____________ rhetorical question ________ simile ______________ A E F B C D Simile (verb + like):音乐如河流般流淌，带走了我的烦恼。 Music flows like a river, carrying my worries away. Metaphor: 音乐是黑暗中的光芒。 Music is the light in the darkness. Rhetorical question: 你曾经有过感到迷茫，然后从一首歌中寻得慰藉的经历吗？ Have you ever felt lost and found comfort in a song? Music makes me happy. Music gives me strength. Music helps me relax. Repetition:音乐让我快乐。音乐给予我力量。音乐帮助我放松。 Purpose: To help students understand the framework of a speech and have a taste of the language features, reinforce understanding and use of rhetorical devices. Step I: Lead in Step II: Reading & Analysis Step III: Post-reading: Scaffolding for Writing Step IV: Drafting & Peer Evaluation Step V: Sharing & Consolidation Step VI: Homework Learning and understanding Applying and practicing Transferring and creating Describe the Teaching Procedures 6 46 1. Think of ways that people experience music, and how music can help people. Then discuss with your partners. 2. Now think about your experience with music and how it has changed your life, or think about how the life of someone you know has been changed by his/her experience with music. Group Discussion I will write about: □ Myself □ Someone I know (e.g., my friend, a family member) Plan your speech and build your draft. Step 1: Brainstorm Your Topic ·Ways I/Someone experience music: (e.g., singing, listening to hip-hop, playing the piano) ·How music can help: (e.g., gives energy, makes me happy, helps me relax) Step 2: Choose Your Story I will write about: □ Myself □ Someone I know (e.g., my friend, a family member) Step 3: Build Your Speech (Fill in the Blanks) 1. Introduction: Grab Attention 2. The Story: The Problem & The Music 3. The Impact: How Music Helped (USE YOUR RHETORICAL DEVICES HERE!) 4. Conclusion: Relate and Conclude Step 3: Build Your Speech (Fill in the Blanks) 1. Introduction: Grab Attention ·Greeting & Self-introduction: “Hello, my name is __________, and I’m here to talk about how music changed __________ life.” ·Rhetorical Question Hook (Ask a question to make your audience think): “Have you ever felt __________?” (e.g., really sad, lost, incredibly happy, full of energy?) 2. The Story: The Problem & The Music ·Set the Scene (When? What was the problem?): “__________ ago, I/He/She __________ because __________.” ·Describe Your Feelings (Use emotional words): “I/He/She felt so __________ and __________.” ·The Turning Point (What music did you encounter?): “Then, I/He/She encountered the song/music __________. It made me/him/her feel __________.” 3. The Impact: How Music Helped (USE YOUR RHETORICAL DEVICES HERE!) You must use at least TWO of the devices below. ·Repetition (Repeat a phrase 2-3 times for emphasis): “Music gave me/him/her __________. It gave me/him/her __________. And it gave me/him/her __________.” ·Simile (Compare a feeling to something using like or as): “It made me/him/her feel like __________.” ·Metaphor (Say something is something else to create a strong image): “Music became the __________ for me/him/her.” (e.g., light in the dark, a key to a new world) ·Personification (Make music do something a person can do): “The music told me/him/her, ‘__________.’ ” ·Quote (Use a famous saying about music or strength): “__________ once said, ‘__________.’ ” 4. Conclusion: Relate and Conclude ·Relate to your audience: “Maybe you haven’t experienced the same thing, but we all feel __________ sometimes.” ·Final advice or hope: “During those times, I hope you can also find __________ in music.” ·Thank your audience: “Thank you!” Purpose: The “Speech Writing Scaffold” is the core tool that provides structured support, ensuring all students have a clear plan before drafting. (Assesses planning ability.) Step I: Lead in Step II: Reading & Analysis Step III: Post-reading: Scaffolding for Writing Step IV: Drafting & Peer Evaluation Step V: Sharing & Consolidation Step VI: Homework Learning and understanding Applying and practicing Transferring and creating Describe the Teaching Procedures 6 51 Exchange your first draft with a partner. Read your partner’s speech carefully and use this checklist to give them constructive feedback. Peer Evaluation Does the article adopt the typical structurte of a speech? Have any of the rhetorical devices we learnt been used? Are the sentence structures correct? Do all the sentences begin with capital letters? Are there any spelling mistakes? Purpose: To put planning into practice. Peer evaluation promotes collaborative learning and metacognition, allowing students to act as assessors and improve their work based on clear criteria. (Assesses drafting and revising skills.) Step I: Lead in Step II: Reading & Analysis Step III: Post-reading: Scaffolding for Writing Step IV: Drafting & Peer Evaluation Step V: Sharing & Consolidation Step VI: Homework Learning and understanding Applying and practicing Transferring and creating Describe the Teaching Procedures 6 53 How Music Changed My Life Hello, my name is Alex, and I’m here to talk about how music has changed my life. Two years ago, I was going through a tough time, feeling stressed and lost. One day, I started listening to classical music every night before bed. It was like a warm blanket on a cold night, calming my mind and giving me hope. Music became my refuge, helping me relax and forget my worries. Plato once said, “Music gives a soul to the universe,” and I truly believe it. I hope you, too, can find a song that guides you through life’s challenges. Thank you for listening! Model 1 How Music Changed My Life Good morning, everyone! I’m Tom. It’s wonderful to be here and tell you how music has changed my life, just like a magic key opening a new world. A year ago, I broke my leg and had to stay in bed for months. Every day felt gray, and I was as sad as a bird without wings. Then my mom played a piece of violin music for me. The melody was so smooth, like a gentle stream flowing through my heart. It made me feel calm and hopeful. As the days went by, music became my closest friend. When I felt down, lively pop songs would make my spirits dance like butterflies. When I needed courage, powerful rock music was the shield I leaned on to face the boredom. Now, I’ve recovered and music is still with me. It taught me that even in the darkest moments, there’s always a ray of light in the form of music. I hope you all can find your own “musical light” too. Thank you! Model 2 Step I: Lead in Step II: Reading & Analysis Step III: Post-reading: Scaffolding for Writing Step IV: Drafting & Peer Evaluation Step V: Sharing & Consolidation Step VI: Homework Learning and understanding Applying and practicing Transferring and creating Describe the Teaching Procedures 6 Purpose: to consolidate learning and complete the writing process. The optional task differentiates instruction and connects writing to spoken communication, enhancing overall language proficiency and personal engagement. 56 7 Explain the Blackboard Design reading & analysis pre-writing while-writing sharing & evaluation learning checking transferring Understanding Conclusion input output Reflect on the Teaching 8 58 人民教育电子音像出版社 普通高中教科书 英语 第二册 2019 146945.3 $