Unit 5 Music-Reading for Writing 第五课时 教学设计-2025-2026学年高中英语人教版（2019）必修第二册

西安市第二届基础教育青年教师基本功大赛 教学设计（中小学） 学段：高中 学科：英语 姓名： 课题名称：Book 2 Unit 5 Music—Reading for Writing 年级：高一 课时：第4课时 教学理念 This design is guided by the core competencies of the English Curriculum Standards for Chinese Senior High Schools (2017). It adheres to a student-centered, “learning by doing” approach. The lesson integrates teaching, learning, and assessment throughout the process, using a model text to deconstruct genre features and rhetorical devices. Through collaborative discussion, structured scaffolding, and process writing, students will be empowered to create their own meaningful and well-crafted speeches, thereby solving the real-life problem of articulating personal experiences persuasively and effectively. 教材解析 【What】The text is a speech about how music helped Sarah tells how she faced a serious disease, felt hopeless, but music helped her recover, find happiness, strength, and hope, and became her best friend. 【Why】To show music’s positive impact on mental and emotional well-being during tough times and inspire students to appreciate music’s power and express their own experiences through writing. 【How】Uses personal story, rhetorical devices (rhetorical question, simile, metaphor, quote, repetition), and vivid expressions to share music’s role. 学情分析 Students are familiar with basic English expressions and have preliminary reading skills. They are interested in music but may lack experience in using rhetorical devices in writing. They need explicit guidance to transform personal stories into compelling narratives. Scaffolding is essential to bridge the gap between their ideas and a polished written product. 教学目标 By the end of the lesson, students will be able to: 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 logically; to synthesize personal experiences into a structured narrative (critical and creative thinking); plan, draft, and revise a speech collaboratively using graphic organizers and peer feedback, developing autonomous and cooperative learning skills; appreciate music as a universal language that provides solace, strength, and connection, fostering empathy and understanding. 教学重点 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. 教学难点 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. 教学方法与策略 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) 教学资源与工具 Multimedia PPT Audio recordings of the speech Whiteboard/Blackboard Handouts (Model Speech Analysis Worksheet, Speech Writing Scaffold, Peer Evaluation Checklist) 教学流程 教师活动 学生活动 设计意图 Step 1: Lead-in (2 mins)– Show pictures of great scientists who was good at music and ask: “Do you like music? How does music help you?” Share personal opinions in pairs or with the class. To engage students and activate prior knowledge and let them know that music is powerful Step 2: Reading & Analysis (15 mins) 1. Guide students to read Sarah’s speech and analyze its structure and language features. 2. Explain and give examples of simile, metaphor, rhetorical question, repetition, and quote. 3. Practice writing some of them. Skim to get the main information, identify the structure of the speech and find examples of rhetorical devices. Practice translating or creating sentences using certain device. To help students understand the framework of a speech and have a taste of the language features To reinforce understanding and use of rhetorical devices Step 3: Scaffolding for Writing (10 mins) 1. Brainstorming: Facilitates a “Think-Pair-Share” using the book’s prompts (Ways to experience music & How it helps). 2. Personalization: Asks Ss to choose ONE specific personal story or that of someone they know. 3. Planning: Distributes the “Speech Writing Scaffold” (see details below) and guides Ss to fill it in. 1. Brainstorm in pairs, then share with class. 2. Think and select a story. 3. Individually complete the “Speech Writing Scaffold” handout to plan their speech. To bridge the model text to students’ own writing. 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 4: Drafting & Peer Evaluation (13 mins) 1. Drafting: Asks Ss to write their first draft based on their scaffold. Provides individual support. 2. Peer Evaluation: Introduces and explains the Peer Evaluation Checklist (based on the lesson’s success criteria). Monitors the peer review process. 1. Write the first draft independently. 2. Exchange drafts with a partner. Use the checklist to give constructive feedback. Revise their own draft based on peer comments. 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 5: Sharing & Consolidation (5 mins)Invites 1-2 students to share a paragraph. Summarizes the key takeaways: a powerful speech needs a clear story and powerful language (rhetorical devices). Provide two modes for them to appreciate. Volunteers share their work. Listen and reflect. To provide a sense of achievement, build confidence, and consolidate learning objectives. (Final performance snapshot.) 拓展延伸 作业 作业内容 设计思路 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. 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. 评价手段 Formative Assessment: Teacher observation, Q&A, completion of the Graphic Organizer and Speech Writing Scaffold, quality of peer feedback. Summative Assessment: The final drafted speech, evaluated against a simple rubric focusing on: Content & Structure (clarity of story), Use of Rhetorical Devices (at least two used effectively), and Language Accuracy (grammar, spelling). 教学板书 1 学科网（北京）股份有限公司 $