资源简介
Unit 5 Music
Reading for Writing 教案
教材分析：
该板块的主题是“写一篇演讲稿（讲述音乐怎样影响人生）”（write a speech）。阅读文章是一篇演讲稿，主人公Sarah William讲述了音乐为她疗伤治病的亲身经历。该演讲稿中采用了一系列修辞手法，如设问，引用，明喻，暗喻，拟人等，使得演讲更打动人心，更具说服力，学生需要阅读并理解文章，厘清演讲稿的组织结构和语言特征，认识并理解文中的修辞手法，在此基础上写出生动感人的演讲稿。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，掌握和运用表达感受的结构，如“Music gave/made me ...”，理解并熟练运用设问，明喻，暗喻，拟人等修辞手法，厘清演讲稿的组织框架和语言特征。
思维品质上，客观分析文章各类信息间的逻辑关系和语言现象，推断并归纳出演讲稿的框架特征和语言特点；发散思维，提高问题解决能力。
文化品格上，理解和欣赏演讲稿的语言美和意蕴美，分析和鉴别音乐包含的文化现象，形成健康的审美情趣和道德情感。
学习能力上，获取文章主旨大意，提高阅读技能，根据框架结构和语言特点，写出生动的演讲稿，并借助语言和非言语手段提高演讲的效果。
教学重点：
学生能够掌握和运用表达感受的句式结构，熟练运用一系列修辞手法。
学生能够基于演讲稿的文体特征和语言特点写出生动感人的演讲稿。
教学难点：
学生对英语修辞手法缺乏了解。
学生难写出结构清晰，语言强有力的演讲稿。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead-in: 1. Ss watch a video and think about how music influences the girl in the video and what are the effects of music on their life. Suggested answers: (1) Music made her who she was, and gave her a place to belong. (2) Music gives me strength when I experience difficult times; Listening music helps me focus on my study; ... T asks Ss the question “In the video, how does the speaker open a speech What other ways can you think of ” Suggested answers: (1) The speaker starts with a quote, the philosopher Plato once said, “Music gives a soul to the universe, wings to the mind, flight to the imagination, and life to everything.” (2) Start with a greeting; start with questions; start with a story; ... 播放视频，引入主题——关于音乐影响人生的演讲，创设问题情境，激活学生与主题相关的经历；对演讲稿形成初步的印象。 10’ CW
Step 2 Main idea: Ss read the speech and think about the main idea of the speech. Before Ss read, T teaches the reading strategy: The main idea of a speech is the purpose of the speech and is probably the most important thing a speechwriter wants to get across to the audience. Thus, in a speech, the main idea is expressed in what is called thesis statement, which exists in the first paragraph. Suggested answers: The story of how music has had an impact on Sarah’s life. 根据演讲稿的文体特征获取文章主旨大意。 3’ CW/IW
Step 3 Read and answer: T leads Ss to read the three questions and find that the questions follow the sequence of article structure for preparing following tasks. Ss read the speech and answer the questions Suggested answers: (1) Sarah had a serious disease which was difficult to cure. (2) It made her feel much better because it is the “medicine of mind”. (3) Her advice to others is to use music to help when you have problems. 阅读文章的特定信息，初步感知问题和文章结构之间的关系。 5’ IW
Step 4 Structure: T leads Ss to match paragraphs of the speech with the general structure of a speech by using flow chart. Suggested answers: Paragraph one: introduction (greeting, a brief self-introduction, attention-getter, thesis statement) Paragraph 2-3: body paragraphs (main points and supporting details: personal stories or feelings) Paragraph 4-5: conclusion (restate main ideas, closing remark) 梳理演讲稿的框架结构，为接下来写作任务做铺垫。 5’ CW
Step 5 Language features: T asks Ss to reread the sentences from the paragraph, and answer “When you read these sentences, how do feel about them ” After that, T leads Ss to learn about rhetorical devices in detail via using pictures and examples. Ss match the names of rhetorical devices to the lettered sentences in the speech. Ss circle the expressions Sarah use to talk about how music can make us feel. Suggested answers: The song made me feel much better; Music gave me happiness; ..., it made my spirits fly like a kite in the wind; ... 分析演讲稿的语言特征，感知并熟练掌握设问，明喻等修辞手法的结构，为接下来写演讲稿作铺垫。 20’ CW
Step 6 Mind map: Ss work in groups. Think of ways that people experience music, and how music can help people. Singing, dancing, .../give encouragement, give a sense of fulfillment, ... 2. Ss think about their experience with music and how it has changed their life, or think about how the life of someone they know has been changed by his/her experience with music. T could give some hints to Ss. 头脑风暴，发散学生思维，引起思考，回顾音乐经历，为接下来写作提供素材。 8’ IW/CW
Step 7 Fill in the blank: Ss fill in the blanks below with some of the rhetorical devices they hope to use in the speech. 掌握并运用修辞手法。 10’ IW
Step 8 Outlining: Ss complete the outline of the speech 组织演讲稿的框架结构。 8’ IW
Step 9 Drafting: Ss draft their own speeches 撰写演讲稿。 15’ IW
Step 10 Revising: Ss exchange drafts with a partner. Use this checklist to help them revise the draft. Does the writer explain how music has changed his/her/someone else's life Are some of the rhetorical devices included and used properly ... 同伴之间相互修正，润色演讲稿。 10’ GW
Step 11 Presentation: Ss deliver their speeches to the class. Before Ss give speeches, T teaches the strategies of how to give a speech: Give a confident introduction. Deliver your attention-getter. Speak clearly and confidently. Smile and Eye-contact. Body movement and gesture. 训练学生的口语表达和演讲能力。 20’ CW
Step 12 Key words: T teaches new words by presenting collocations, examples and synonyms. impact e.g. The climate change is having a great impact on the environment. Synonym: influence, effect treatment hospital/medical treatment 住院/药物治疗 satisfaction e.g. She looked back on her career with great satisfaction. Satisfy the needs of sb. various in various ways 以不同的方式/ various styles 各种款式；款式齐全 Synonym: different, diverse 提高学生词汇学习效率 8’ CW
Step 13 Homework: Write a speech about your favourite music / singer / composer… and give a speech to the class next time. 提高学生的演讲能力。 1’ CW
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本课时学习，能否掌握表达音乐感受的结构，熟练运用修辞手法。
学生通过本课时学习，能否厘清演讲稿的文体特征和语言特点，写出生动感人的演讲稿。
学生通过本科是学习，能否运用语言和非言语表达提高演讲效果。
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