Unit 5 Music Reading for Writing 教学设计（武汉本土情境·演讲稿写作）-2026-2027学年高中英语人教版必修第二册

Unit 5 Music — Period 6 Reading for Writing Teaching Plan 演讲稿写作 · 武汉本土情境+六修辞训练 · 人教版2019必修第二册 课题 Unit 5 Music Period 6 Reading for Writing 课型 读写课（写作指导） 教材 人教版高中英语必修第二册 课时 1课时（45分钟） 一、教材分析 本节课是人教版（2019）必修第二册Unit 5 Music的第六课时，课型为Reading for Writing（读写课）。教材以Sarah Williams的演讲稿为阅读文本（P56），讲述音乐如何帮助她战胜重病、重拾希望，并在此基础上引导学生学习演讲稿的写作方法。 课文语言地道，结构清晰，包含“问候引入→故事主体→建议收束→致谢”的完整演讲框架，同时运用了设问、引用、重复、明喻、暗喻、拟人等多种修辞手法，是学生学习演讲稿写作的优质范文。 这节课把写作任务换成了武汉中学生英语演讲比赛，题目叫Music Touches Wuhan。学生写的是自己身边的人和事——长江、樱花、琴台音乐厅，写起来有东西可说，也比写一个陌生的外国话题更有感觉。 二、教学目标 1. 语言能力：学生能读懂Sarah的演讲稿，梳理出“四步演讲支架”（问候引入→故事主体→建议收束→致谢）；能识别文中六种修辞手法（设问、引用、重复、明喻、暗喻、拟人），并在自己的演讲稿中尝试运用至少两种。 2. 思维品质：学生能比一比演讲稿和平时写的记叙文有什么不一样，想清楚“对着人讲”和“写给人看”在写法上的区别；写完后能看着互评清单，给自己和同桌的稿子挑毛病、改稿子。 3. 文化意识与情感态度：学生能从Sarah的故事里感受到音乐在人最难的时候能顶多大用；写演讲稿时能自然用上武汉的人和事，写自己的城市，而不是硬凑一个地名。 三、教学重难点 教学重点 ① 掌握演讲稿的“四步支架”结构：问候引入→故事主体→建议收束→致谢； ② 识别并运用六种修辞手法：明喻、暗喻、拟人、引用、重复、设问。 教学难点 ① 区分演讲稿与记叙文的写法差异，知道“对着人讲”和“写给人看”有什么不一样； ② 把武汉本土素材（长江、樱花、琴台音乐厅等）自然写进演讲稿，用修辞把句子写出感情，避免平铺直叙。 四、Teaching Procedures Step 1: Lead-in (5 minutes) Teacher's Activity: Show a picture of Wuhan's music landmarks (Yangtze River beach, Qintai Concert Hall, Wuhan University cherry blossoms, school choir). Ask students: “What music can you hear in these places?” Divide students into groups of four and distribute the worksheet. Tell each group to pick ONE place, discuss the music they can hear there and how it makes them feel, and fill in the chart. Give students 3 minutes. Then invite 2-3 groups to share their ideas with the class. Students' Activity: Work in groups of four. Pick ONE place from the map, discuss what music you can hear there and how it makes you feel, fill in the chart, and share your group's ideas with the class. A Music Map of Wuhan（武汉音乐地图） Place（地点） What music can you hear? How does it make you feel? the Yangtze River beach（长江江滩） ________________ ________________ Qintai Concert Hall（琴台音乐厅） ________________ ________________ cherry blossom season, Wuhan University（武大樱花季） ________________ ________________ our school choir（校园合唱队） ________________ ________________ 【设计说明】用武汉音乐地图开场，学生一看就有话说——江滩的广场舞音乐、琴台的交响乐、樱花季的校园民谣、合唱队的排练，都是他们天天听到的。四人一组挑一个地方聊，顺手把武汉素材攒下来，后面写作用得上。 Step 2: Part Ⅰ Reading for information (7 minutes) Teacher's Activity: Tell students to turn to P56 of the textbook and read Sarah's speech. Ask them to read for the main idea and answer three questions: (1) What was Sarah's problem? (2) How did music help her during her difficult time? (3) What is her advice to others? Give students 4 minutes to read independently, then check answers by asking volunteers. Students' Activity: Read Sarah's speech on P56 silently, find the answers to the three questions, and share your answers with the class. Part Ⅰ　Reading for information 1. What was Sarah's problem? 2. How did music help her during her difficult time? 3. What is her advice to others? 【设计说明】三个问题就是阅读的路标：Sarah遇到了什么困难、音乐怎么帮了她、她给别人什么建议。学生带着问题读，不会漫无目的地翻。这三个问题也刚好串起了演讲稿的叙事线，为下一步拆结构做铺垫。 Step 3: Part Ⅱ Reading for structure (8 minutes) Teacher's Activity: Ask students to read the speech again and figure out its structure. Guide them to divide the speech into four parts: Part 1 (Greeting & introduction), Part 2 (Body — telling the story), Part 3 (Closing — giving advice & summarising), Part 4 (Thanking the audience). Ask students to complete the structure table first. Write the four-step speech framework on the blackboard. Then put a comparison table on the PPT: Speech vs Narrative — a speech greets the audience directly, uses rhetorical questions and repetition, and ends with thanks; a narrative has a title, paragraphs, and does not talk to readers directly. Ask students to discuss in pairs: If Sarah's story were written as a narrative essay instead of a speech, what would change? Give 3 minutes for pair discussion, then share. Students' Activity: Read the speech again, analyse its structure and complete the table. Then discuss in pairs: compare a speech with a narrative essay — what is different in greeting, language and ending? Share your ideas with the class. Remember the four-step speech framework (Greeting → Story → Advice → Thanks). Part Ⅱ　Reading for structure Part 1 ________________ Part 2 (body) ________________ Part 3 (Closing the speech) ________________ Part 4 ________________ 【设计说明】先让学生自己拆范文结构，提炼出四步演讲支架，比老师直接讲印象深。接着用一个简单的对比表，让学生想清楚演讲稿和记叙文到底哪里不一样——演讲稿是对着人讲的，要打招呼、要设问、要重复、结尾要致谢；记叙文是写给人看的，有标题、分段、不直接跟读者说话。这个对比点破了学生最容易犯的毛病：把演讲稿写成平铺直叙的记叙文。 Step 4: Part Ⅲ Reading for language features (10 minutes) Activity 1: Match the rhetorical devices (4 min) Teacher's Activity: Present six sentences (A-F) from Sarah's speech on the PPT. Ask students to match each sentence with the correct rhetorical device name (metaphor, personification, quote, repetition, rhetorical question, simile). Check answers together and briefly explain each device. Students' Activity: Read sentences A-F, match them with the six rhetorical device names, and check answers. Activity 1　Match the names of rhetorical devices to the lettered sentences in the speech. A. Have you ever felt like the world was falling apart and there was no way out? B. “Music is the medicine of the mind.” C. Music gave me hope; music gave me strength; music gave me courage. D. The soft music was like a warm blanket around my heart. E. Music was my best friend in those dark days. F. The old song held my hand and did not let go. metaphor / personification / quote / repetition / rhetorical question / simile Activity 2: Learn the definitions & Wuhan examples (4 min) Teacher's Activity: Present the definitions of the six rhetorical devices with examples. Then show six Wuhan-context example sentences (using cherry blossoms, Yangtze River, etc.) and ask students to identify which device each uses. Encourage students to borrow these patterns for their own writing. Students' Activity: Learn the definitions of the six devices, study the Wuhan-context examples, and identify the rhetorical device used in each example. Activity 2　Further learn about rhetorical devices. (1) Rhetorical question: It is a question that isn't meant to get an answer, but is asked to make a point. E.g. Have you ever faced a difficult time? (2) Personification: A thing, an idea or an animal is given human features. E.g. The soft music held me in its warm arms. (3) Quote: To repeat a short passage, word, phrase, or sentence from somewhere or someone else. E.g. As Longfellow says, “Music is the universal language of mankind.” (4) Repetition: The use of the same word or phrase in a poem, a speech, etc. E.g. I came, I saw, I conquered. (5) Simile: Compares two things by using words such as “like” or “as”. E.g. John is as cunning as a fox. (6) Metaphor: Uses two nouns and compares them without “like” or “as”. E.g. As a soldier, you can't be a mouse. You have to be a tiger. ★ 武汉语境例句（补充）： ① 明喻：Her voice is as soft as cherry blossoms in spring. ② 隐喻：Wuhan is a song written on the Yangtze River. ③ 拟人：The Yangtze River hums a lullaby to the city at night. ④ 重复：The lights come on; the music rises; the crowd holds its breath. ⑤ 设问：Who says a city cannot sing? ⑥ 明喻＋拟人：The Yangtze River is like a mother's long strings, gently playing the city's heart. Activity 3: Find devices in a poem (2 min) Teacher's Activity: Show a short poem “If you want to be a...” on the PPT. Ask students to find the similes, repetition and metaphor in it. This reinforces device recognition before writing. Students' Activity: Read the poem, find and underline the similes, repetition and metaphor. If you want to be a spy like James Bond 007, you need to be as cool as a cucumber and as sly as a fox... If you want to be a model, you need to be as tall as a tree and eat like a bird... 【设计说明】修辞教学走三步：先从课文里找句子认名字（匹配），再给定义加例句（弄懂），最后用武汉素材造句子（会用）。武汉例句不是摆设，是给学生一个可以直接抄的模板——比如写长江可以用拟人，写樱花可以用明喻。最后的诗歌小练习花两分钟快速过一遍，确认学生不是只会背名字。 Step 5: Part Ⅳ Preparing for writing (5 minutes) Teacher's Activity: Ask students to work in groups and brainstorm: What are different ways people experience music (singing, listening, playing, etc.)? How can music help people (give encouragement, provide joy, express emotions, etc.)? Collect ideas on the blackboard. Students' Activity: Work in groups, brainstorm ways people experience music and how music helps people, and share ideas. Part Ⅳ　Preparing for writing Ways people experience music How music can help people singing ... give encouragement ... 【设计说明】写之前先让学生聊：人们都怎么接触音乐？音乐能帮人做什么？聊出来的东西直接写黑板上，写作时学生抬头就能看到，不会卡壳。 Step 6: Part Ⅴ Writing a speech (8 minutes) Activity 1: Draft the speech (5 min) Teacher's Activity: Present the writing task: Imagine you are invited to give a speech at the Wuhan Middle School English Speech Contest. The topic is “Music Touches Wuhan”. Tell students to use the four-step framework and at least two rhetorical devices. Provide an outline and a sentence starter. Give students 5 minutes to draft. Walk around and offer help to struggling students. Students' Activity: Read the task, complete the outline, and draft your speech using the four-step framework and at least two rhetorical devices. Use the sentence starter if needed. Part Ⅴ　Writing a speech Task: Imagine you are invited to give a speech at the Wuhan Middle School English Speech Contest. The topic is “Music Touches Wuhan”. Activity 1　Complete the outline and use it along with rhetorical devices to draft your speech. • Introduce yourself. • Give the topic of your speech. • Write about your experience with music, or the experience of someone you know. • Relate your/his/her experience to the audience. • Write about how music made you/him/her feel. • Close the speech. Hello, my name is ______, and I'm here to talk about ______. ______ years ago, ... Tick the scores after reading your partner's draft. Full marks: 100. Item（评价项目） Score Self Partner Four-step speech framework（四步演讲支架完整） 20 Rhetorical devices used（修辞≥2种，运用恰当） 20 Wuhan elements（武汉本土元素自然融入） 20 True feelings（情感真挚具体） 20 Grammar & punctuation（语法标点正确） 20 Total（合计） 100 Activity 2: Peer review & revise (3 min) Teacher's Activity: Ask students to exchange drafts with their partner. Tell them to use the checklist (four-step framework, rhetorical devices, Wuhan elements, true feelings, grammar) to score each other's draft and give one suggestion for improvement. Then ask students to revise their own draft based on the feedback. Students' Activity: Exchange drafts with your partner, use the checklist to score and give one suggestion, then revise your own draft. 【设计说明】写作任务就是Music Touches Wuhan，跟导入的武汉音乐地图首尾呼应。给了outline六步和开头句式，学生照着填就能写出完整的稿子，不会无从下笔。写完马上同桌互评，用五个维度打分——结构、修辞、武汉元素、真情实感、语法，学生在给别人挑毛病的同时，也会回头看自己的稿子哪里没做到。 Step 7: Core Competency Extension (2 minutes) Teacher's Activity: Invite 1-2 students to read their revised speech to the class. Give positive feedback and highlight one good example of a rhetorical device or Wuhan element. Encourage students to appreciate each other's good work. Students' Activity: Volunteer to read your speech, listen to classmates' speeches, and learn from the good examples. 核心素养专练：Appreciate your classmates' good works and try to learn from them. 【设计说明】最后请一两个学生念自己改好的稿子，老师重点夸一个写得好的修辞或武汉元素，让全班看到好稿子长什么样。学生自己念出来，也能发现哪些句子读着别扭，为课后修改和下节课的演讲展示做准备。 五、Homework 1. Polish your speech based on the peer review feedback. Read it aloud to make sure it sounds natural when spoken. 2. Write a final version of the speech (about 100-120 words) introducing how music touches Wuhan. Use at least two rhetorical devices and at least one Wuhan element. 3. Prepare to deliver your speech in the next class. 六、Blackboard Design Unit 5 Music — Reading for Writing Four-step Speech Framework: Part 1: Greeting → Introduce yourself → Introduce the topic Part 2 (Body): Tell your story → State your opinion Part 3 (Closing): Give advice → Summarise Part 4: Thank the audience Six Rhetorical Devices: simile metaphor personification quote repetition rhetorical question Topic: Music Touches Wuhan Wuhan elements: Yangtze River / cherry blossoms / Qintai Concert Hall / school choir 七、教学反思 优点 1. 导入环节学生参与度比预想的高。平时不爱开口的几个学生，聊到江滩广场舞和樱花季也能说上几句，说明从熟悉的场景切入确实能降低开口门槛。有一组还提到了地铁里的街头艺人，这个素材我之前没想到，课堂上顺势表扬了一下，学生很得意。 2. 演讲稿和记叙文的对比环节效果不错。之前学生写演讲稿经常写成记叙文，这次用对比表一摆，学生马上就发现了区别——演讲稿要打招呼、要设问、结尾要致谢。后面写作时明显能看到学生在刻意用这些东西，比光讲理论管用。 3. 武汉语境例句这一步设计得值。学生写完后我翻了几份，发现好几个学生直接用了“The Yangtze River hums...”这个拟人的句式，只是换了个主语。说明给一个可以直接套用的模板，比让学生自己凭空想修辞有效得多。 4. 互评环节学生比我预想的认真。有个学生给同桌挑出了“music makes me happy”太笼统的毛病，建议改成“music was like a warm hand on my shoulder”，还用了明喻。学生互相挑毛病比老师讲印象深，下次可以多留点时间给互评。 不足与改进 1. 5分钟写作时间确实不够。巡视的时候发现大概三分之一的学生只写了开头和故事的前两句，建议和致谢部分没来得及写。下次要么把Preparing压缩到3分钟，写作加到7分钟；要么课堂只写开头和主体，结尾留到课后，课堂上重点把主体写扎实。 2. 还是有学生把修辞用得很生硬。有个学生写了“Wuhan is a beautiful garden, the flowers are smiling, the wind is singing, the river is dancing”，一口气堆了三个拟人，读着很别扭。说明学生知道要用修辞，但不知道该用几个、用在哪。下次可以在写作前加一个小练习：用武汉素材只仿写一个修辞句，写顺了再放进稿子里，强调宁缺毋滥。 3. 互评时间还是紧了点。3分钟里学生要读完同桌的稿子、打五个维度的分、再写一条建议，确实来不及。有几组只打了分没写建议。下次要么把互评加到5分钟，要么简化评价表——课堂上只评结构和修辞两个维度，其余的留到课后自己改。 4. Sample A和Sample B的对比没在课堂上用，有点可惜。这两篇对比其实很直观——一篇有修辞有细节，一篇平铺直叙，学生一看就知道好稿子和一般稿子差在哪。下次可以在写作前花3分钟让学生快速对比两篇范文，找出Sample B的问题，再动笔写，这样学生写的时候会主动避开那些毛病。 八、参考答案 Part Ⅰ 1. Sarah had a serious disease that was difficult to cure. 2. It made her feel much better and helped her recover. 3. Her advice to others is to use music to help when they have problems. Part Ⅱ Part 1 Greeting / Introduce yourself / Introduce the topic Part 2 (body) Tell your story / State your opinion Part 3 (Closing) Give your advice / Summarise your speech Part 4 Thank your audience Part Ⅲ Activity 1: metaphor — E personification — F quote — B repetition — C rhetorical question — A simile — D Activity 2: (1) Rhetorical question (设问) (2) Personification (拟人) (3) Quote (引用) (4) Repetition (重复) (5) Simile (明喻) (6) Metaphor (隐喻) Part Ⅳ Ways people experience music How music can help people singing (in a choir) • give encouragement • provide joy • express emotions listening to a piece of music or a song • share similar feelings • bring about happiness • make listeners strong in mind playing the piano/guitar/guqin... • express feelings from heart • imagine a dream world • have fun Part Ⅴ Sample A（优秀范文 · 琴台音乐厅题材） Hello, my name is Li Ming, and today I want to talk about a night at Qintai Concert Hall. Have you ever sat in a dark concert hall and felt the music wash over you like warm water? Last spring, my parents took me to a piano concert. When the pianist's fingers touched the keys, the music was like a quiet river flowing through the hall. It told stories better than words could. After the concert, we walked along the Han River. The night air was fresh and soft. I suddenly realised: music did not only fill the hall — it touched Wuhan, and it touched me. If you ever feel tired or lost, go and listen to some music. It will hold your hand. Thank you for listening. Sample B（待提升范文 · 武大樱花民谣题材） Hello, my name is Zhang Hua. I am glad to stand here and talk about music and cherry blossoms. Every spring, Wuhan University is full of cherry blossoms. They are pink and beautiful. Many students sing songs under the trees. The songs are soft and nice. I like listening to them very much. Music makes me happy. When I feel sad, music can make me feel better. I hope you also like music. Thank you for listening. Teacher's comments & rubric: Dimension Score Sample A Sample B Four-step speech framework 20 18 14 Rhetorical devices 20 18 8 Wuhan elements 20 18 15 True feelings 20 17 10 Grammar & coherence 20 18 14 Total 100 89 61 Sample A：结构完整，四步支架清晰；设问、明喻、拟人、重复自然不堆砌；琴台素材与个人感受结合好。若再引用一句名言，文采更足。 Sample B：四步齐全、樱花元素自然；但句子短平快，缺修辞，“happy / sad”写得笼统。建议加一处明喻（如 The blossoms are like pink clouds），并把音乐带来的改变写具体。 学科网（北京）股份有限公司 $