Unit 5 Music Reading for Writing 教案-2025-2026学年高中英语人教版必修第二册

Unit 5 Music-Reading for Writing 内容导航 This part centers on the speech "The Power of Music" by Sarah Williams, who shares her experience of fighting illness with music. It guides students to understand the speech’s structure, appreciate rhetorical devices, and learn to write a speech about music’s impact on life, integrating reading input and writing output. 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabulary and sentence patterns related to music and speeches, and improve abilities in reading comprehension and speech writing. Cultural Awareness: Understand the universal value of music across cultures and cultivate respect for diverse music cultures. Thinking Quality: Develop logical thinking through analyzing speech structure and rhetorical devices, and critical thinking through exploring music’s role. Learning Ability: Cultivate autonomous and cooperative learning habits, and master strategies for integrating reading and writing. 2. 教学重难点 Key Points: Understand the main idea and structure of the sample speech, master common rhetorical devices (rhetorical questions, quotes, similes, etc.) and their functions, and grasp the basic structure and language features of a speech. Difficult Points: Accurately use rhetorical devices in speech writing, express personal feelings and views about music fluently in English, and effectively connect reading materials with writing practice. 教学过程 The teaching process is designed following the idea of "situation setting - reading input - skill analysis - writing practice - evaluation and improvement", focusing on the integration of reading and writing, and guiding students to gradually improve their ability to use language in practice. Step 1: Lead-in (Warm-up and Situation Creation) To arouse students’ interest and lay a foundation for the follow-up reading and writing, the lead-in link combines music appreciation and interactive discussion, creating an immersive English learning situation related to music. First, the teacher plays a short segment of the song "Happy" which is mentioned in the sample speech. After playing, the teacher asks students questions in English to guide them to express their feelings: "How do you feel when you listen to this song? Can you think of a time when music helped you get through a difficult moment?" Then, organize students to have a 5-minute group discussion. Each group has 4-5 students, and they share their own experiences of music affecting their lives in simple English. During the discussion, the teacher walks around the classroom, listens to students’ expressions, corrects simple grammatical mistakes in time, and guides students to use appropriate words such as "encourage", "comfort", "strengthen" to describe the role of music. After the discussion, invite 2-3 students from different groups to share their ideas in front of the whole class. The teacher gives positive comments, such as "Your sharing is very touching. Music really has magical power." Finally, the teacher naturally leads to the theme of this lesson: "Today, we will read a speech by Sarah Williams. She also has a special story with music. Let’s explore how music changed her life and learn to write a speech about our own stories with music." This link not only activates students’ prior knowledge and emotional experience but also helps students quickly enter the theme of the lesson, laying a good emotional and language foundation for the follow-up reading activity. Step 2: Pre-reading (Vocabulary and Background Preview) Before reading the sample speech, it is necessary to help students master key vocabulary and understand relevant background knowledge, so as to remove obstacles in reading. First, the teacher presents the key vocabulary and phrases in the speech on the blackboard or multimedia courseware, including "honour", "disease", "cure", "ache", "discouraged", "rely on", "impact", "rhetorical question", "simile", "metaphor" and so on. For each word and phrase, the teacher explains its meaning, pronunciation and usage, and gives example sentences combined with the context of the speech. For example, when explaining "rely on", the teacher says: "In the speech, Sarah says ‘It was the rock I leaned on’, which means she relied on music. ‘Rely on’ means to depend on someone or something for help or support." Then, the teacher briefly introduces the background of the speech: "The speaker Sarah Williams once suffered from a serious illness. She was in despair, but music brought her hope and strength, helping her recover. This speech is her sharing at a music conference, hoping to let more people feel the power of music." At the same time, the teacher reminds students: "When reading, pay attention to Sarah’s emotional changes and how music affects her life." In addition, the teacher arranges a short vocabulary exercise to help students consolidate their memory. For example, let students match the words with their meanings, or fill in the blanks with the given words. Through this link, students can master the key vocabulary needed for reading, understand the background of the speech, and improve the efficiency and accuracy of reading. Step 3: While-reading (Comprehension and Analysis) The while-reading link is divided into three parts: fast reading, careful reading and deep analysis, guiding students to gradually understand the content, structure and language features of the speech, and lay a foundation for writing. First, fast reading. The teacher asks students to read the speech quickly and answer two questions: 1. What is the main idea of the speech? 2. What changes did music bring to Sarah? After students finish reading, invite them to answer the questions. The teacher summarizes and sorts out: "The main idea of the speech is that Sarah shares how music helped her fight illness and brought her happiness, strength and hope. Music changed her from being desperate, lonely and discouraged to being hopeful and strong." This link helps students grasp the main idea of the speech quickly and cultivate their fast reading ability. Second, careful reading. The teacher asks students to read the speech carefully and complete the following tasks: 1. Divide the speech into three parts and summarize the main content of each part. 2. Underline the sentences that reflect Sarah’s emotional changes. 3. Circle the rhetorical devices used in the speech and mark their types. After students finish the tasks independently, organize group cooperation and discussion to check and exchange their answers. For the first task, the teacher guides students to divide the speech into three parts: Introduction (Paragraph 1): Sarah introduces herself and the purpose of her speech - to share the impact of music on her life. Body (Paragraphs 2-4): Sarah tells her experience of suffering from illness and how music helped her recover, including the turning point brought by the song "Happy" and the specific role of music. Conclusion (Paragraph 5): Sarah hopes that everyone can cherish music and let it become a part of life. For the second task, students find sentences such as "I was very afraid and I felt so alone and discouraged." (desperate and lonely) and "Music gave me happiness... Music gave me strength... music gave me hope..." (hopeful and strong). The teacher guides students to analyze the reasons for the emotional changes, which is the power of music, helping students deeply understand the theme of the speech. For the third task, students find different rhetorical devices: rhetorical question ("Have you ever faced a time when things looked dark and you had no hope at all?"), quote ("John A. Logan said, ‘Music is the medicine of the mind.’"), repetition ("Music gave me happiness... Music gave me strength... music gave me hope..."), simile ("...it made my spirits fly like a kite in the wind."), metaphor ("It was the rock I leaned on..."), personification ("It became my best friend. It spoke words of encouragement..."). The teacher explains the function of each rhetorical device in detail: rhetorical questions can attract the audience’s attention and arouse resonance; quotes can enhance the authority and persuasiveness of the speech; repetition can emphasize the key points and enhance the momentum of the language; similes and metaphors can make the language more vivid and concrete; personification can make music more warm and emotional. At the same time, the teacher asks students to read the sentences with rhetorical devices aloud, feel the charm of the language, and deepen their understanding. Third, deep analysis. The teacher guides students to analyze the language features and structure of the speech. In terms of language features, the speech is simple and sincere, full of emotion, and uses a lot of rhetorical devices to enhance the expressiveness; in terms of structure, it follows the basic structure of a speech: greeting the audience, introducing the theme, elaborating the content, and putting forward hopes and suggestions. The teacher emphasizes: "This kind of structure is clear and logical, which is very suitable for speech writing. We should learn from this structure when writing our own speeches." Step 4: Post-reading (Skill Summary and Transfer) After reading, it is necessary to summarize the reading gains and transfer the reading skills to writing, laying a foundation for the follow-up writing practice. First, the teacher leads students to summarize the key points of the speech: the structure of the speech (introduction - body - conclusion), common rhetorical devices and their functions, and the language features of the speech. The teacher writes the key points on the blackboard to help students sort out their ideas. Then, the teacher designs a small exercise to help students transfer their skills. The teacher gives a topic: "How music affects my life", and asks students to list the outline of a speech and use at least two rhetorical devices. Students complete the exercise independently, and then exchange their outlines in groups. The teacher selects several typical outlines to comment on, points out the advantages and deficiencies, and guides students to improve their outlines. For example, if a student’s outline is too simple, the teacher reminds them: "You can add specific examples in the body part, such as a specific song that helped you, which will make the speech more vivid and touching." If a student uses rhetorical devices improperly, the teacher corrects them and gives examples to help them understand. In addition, the teacher guides students to sort out the useful sentences in the sample speech that can be used in their own writing, such as "It's an honour to be here and to share with you the story of how...", "Music gave me... Music gave me...", "I hope you all can...". Students copy these sentences and try to make similar sentences, which helps students accumulate language materials and improve their writing ability. Step 5: Writing Guidance (Writing Practice) Writing practice is the core of this lesson. The teacher guides students to complete a speech about "How music affects my life" step by step, combining the reading materials and the skills learned. First, the teacher clarifies the writing requirements: 1. The speech should have a clear structure (introduction - body - conclusion). 2. Use at least three rhetorical devices learned in this lesson. 3. Express true feelings and specific examples. 4. The language should be fluent and appropriate, without too many grammatical mistakes. Then, the teacher guides students to start writing step by step. First, the introduction part. The teacher reminds students to refer to the sample speech, greet the audience, introduce themselves and the theme of the speech. For example: "Good morning, everyone! My name is Li Hua. It's an honour to be here and to share with you how music affects my life." Second, the body part. This is the key part of the speech. The teacher guides students to recall their own experiences with music, select a specific example (such as when they were in trouble, music encouraged them; when they were happy, music accompanied them), and describe the process and their feelings in detail. At the same time, the teacher reminds students to use rhetorical devices appropriately. For example, when describing the feeling of listening to music, they can use similes: "When I listen to light music, it feels like a warm stream flowing through my heart." When emphasizing the role of music, they can use repetition: "Music brings me comfort. Music brings me courage. Music brings me hope." Third, the conclusion part. The teacher guides students to summarize the role of music in their own lives and put forward hopes and suggestions to the audience. For example: "Music is an important part of my life. It gives me strength and courage to face difficulties. I hope everyone can find their own favorite music and let it accompany us to grow." During the writing process, the teacher walks around the classroom, provides targeted guidance to students. For students who have no idea, the teacher asks them questions to inspire their thinking: "What’s your favorite type of music? When did music help you? How did you feel at that time?" For students who have grammatical mistakes, the teacher corrects them in time and explains the reasons, helping them master the correct usage of language. For students who use rhetorical devices well, the teacher gives positive encouragement, encouraging them to continue to use them flexibly. In addition, the teacher reminds students to pay attention to the coherence and logicality of the speech, use appropriate transitional words and phrases, such as "first", "then", "besides", "finally", to connect different parts, making the speech smoother. Step 6: Peer Evaluation and Teacher Evaluation (Improvement and Enhancement) After students finish writing, carry out peer evaluation and teacher evaluation to help students find their own deficiencies and improve their writing level. First, peer evaluation. The teacher divides students into groups of 4, and each student reads their own speech to the group members. The group members evaluate the speech according to the evaluation criteria: 1. Is the structure clear? 2. Are the rhetorical devices used correctly and appropriately? 3. Are the feelings true and the examples specific? 4. Is the language fluent? Each group member puts forward 1-2 suggestions for improvement, such as "You can add more details about how the song helped you", "The metaphor you used is very good, but you can use another rhetorical question to attract the audience’s attention". After peer evaluation, students revise their own speeches according to the suggestions put forward by their group members. During the revision process, the teacher continues to provide guidance, helping students solve the problems encountered in the revision. Then, teacher evaluation. The teacher selects several representative speeches (including excellent speeches and speeches with common problems) to comment on in front of the whole class. For excellent speeches, the teacher reads them aloud, analyzes their advantages, such as clear structure, appropriate use of rhetorical devices, true feelings, and fluent language, and encourages other students to learn from them. For speeches with common problems, the teacher points out the deficiencies, such as unclear structure, improper use of rhetorical devices, lack of specific examples, and guides students to correct them together. For example, if a student’s speech lacks specific examples, the teacher says: "Your idea is very good, but if you can add a specific song and what happened to you when you listened to it, the speech will be more touching." In addition, the teacher checks each student’s speech, writes targeted comments on the speech, affirms their advantages, points out their deficiencies, and puts forward specific suggestions for improvement. For example: "Your speech is sincere and the structure is clear. You used similes and repetition very well. If you can correct the grammatical mistake in the third sentence, it will be better." Step 7: Summary and Extension (Consolidation and Application) At the end of the lesson, the teacher summarizes the key content of this lesson, helps students sort out the knowledge and skills learned, and extends the content to consolidate the teaching effect. First, the teacher summarizes: "In this lesson, we read Sarah’s speech ‘The Power of Music’, understood its structure and language features, mastered common rhetorical devices and their functions, and completed a speech about how music affects our own lives. We learned that reading and writing are closely connected, and we can use the skills learned from reading in writing." Then, the teacher arranges after-class extension tasks: 1. Revise the speech written in class according to the teacher’s and classmates’ suggestions, and recite it. 2. Find a speech about music on the Internet, read it carefully, analyze its structure and rhetorical devices, and write a short analysis (about 100 words). 3. Share the speech you wrote with your family or friends in English, and listen to their opinions. Finally, the teacher ends the lesson with a positive message: "Music is a universal language that can cross borders and touch our hearts. I hope you can continue to feel the power of music in your daily life, and use English to express your love and understanding of music. Let’s use words and music to enrich our lives together." 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $