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人教社2019年版高中英语新教材必修Book 2
Unit 5 Music
单元语篇教学设计
Period 6
Teaching and learning contents: Reading for writing
Comprehensive teaching and learning objectives:
By the end of this period, the students will have been able to:
1) Read and comprehend the speech for detailed information and structure and identify language features of a speech;
2) Practising writing a speech about how music has helped you or someone you know;
3) Learn about the usage of the new language items.
Teaching and learning important points:
1) Reading comprehension and identification of language features of a speech;
2) Practicing writing a speech about how music has helped you or someone you know.
Teaching and learning difficult point:
1) Identification of language features of a speech;
2) Practicing writing a speech about how music has helped you or someone you know.
Teaching and learning procedure:
Step 1 Review
Activity 1 Review
Review the expressions for reference learned in the previous period.
Step 2 Reading for writing
Activity 2 Pre-reading
Lead in the topic and activate the background information by answering the following questions.
1) Do you like listening to the music What kind of music do you like Why
2) In what ways do you experience music, and how can music affect you Or what are some of the functions of music
2. Go through the new words in the text and get to know their meaning.
New words: disease, ach, treatment, satisfaction, being, various.
Activity 3 Reading comprehension
1. Read or listen to text and then answer the questions.
1) What was Sarah’s problem
Sarah had a serious disease which was difficult to cure.
2) How did music help her during her difficult time
It made her feel much better because it is the “medicine of the mind”.
3) What is her advice to others
Her advice to others is to use music to help when you have problems.
2. Guide the students to analyse the structure of a speech.
Part 1 (Paragraph 1) Beginning
Welcome the audience: Good morning!
Introduce yourself: My name is…
Propose the topic: It’s an honor to be here and to share with you the story of how music has had an impact on my life.
Part 2 Main body (Paragraph 2-3)
Personal experience/anecdote: the second paragraph
Personal feeling: the third paragraph
Part 3 End (Paragraph 4)
Close the speech: the fourth paragraph
Thank the audience at the end: Thank you!
3. Study the language features.
1) Explain the rhetorical devices and then get the students to match the names of rhetorical devices to the lettered sentences in the speech.
Rhetorical devices:
(1) Simile 明喻 A simile compares two things by using words such as “like” or “as”.
e.g. Little Kitty is as cute as a cat.
(2) Metaphor 隐喻 A metaphor compares two things that are unrelated, but which are similar in some way.
e.g. That businessman is a real fox.
(3) Rhetorical question 设问 A rhetorical question is a question that isn’t meant to elicit an answer, but is asked to make a point.
e.g. How could I be so stupid
(4) Personification 拟人 Personification is when a thing, idea, or animal is given human attributes.
e.g. The sky weeps.
(5) Quote 引用 To quote is to repeat a short passage, word, phrase or sentence that came from somewhere or someone else. You can quote a book, a speech or even something that a famous person has said. Quote can be used to describe or to add more examples. Sometimes a quote can motivate people.
e.g. …as Longfellow says, “Music is the universal language of mankind.”
(6) Repetition 重复 Repetition is the use of the same word or phrase in a poem, speech, etc. It can be used for different purposes, such as to heighten tension or to give emphasis.
e.g. I came, I saw, I conquered. (Julius Caesar)
Match the names of rhetorical devices to the lettered sentences in the speech.
metaphor—E personification—F quote—B
repetition—C rhetorical question—A simile—D
(2) Find out what expressions Sarah uses to talk about how music can make us feel Circle the phrases in the speech.
The song made me feel so much better…
Music gave me happiness.
…, it made my spirits fly like a kite in the wind.
Music gave me strength and brought me relief.
It was the rock I leant on…
…, music gave me hope and a sense of satisfaction.
It spoken words of encouragement to the deepest part of my being.
4. Reconstruct the text by summarizing the main content of the text and its structure and language features.
Activity 4 Post-reading: Learning about the new language items
1. Two years ago, I was told I had a serious disease which was difficult to cure.
两年前，我被告知我得了一种很难治愈的严重疾病。
1) disease n. [c/u] 疾病；[c] 恶习，弊端
e.g. heart/liver/kidney disease 心脏病、肝病、肾病
It is not known what causes the disease. 这种病的起因不明。
2) 句式结构：主语＋be＋ adj.＋动词不定式
在“主语＋be＋ adj.＋不定式”结构中，不定式用主动形式表示被动意义。使用此结构须具备两个前提条件： (1)不定式和句子的主语之间构成逻辑上的动宾关系； (2)常用形容词有：difficult，hard，easy，comfortable，good，interesting，exciting等。若不定式为不及物动词，其后应该加相应的介词。
e.g. The book was difficult to understand; as a result, the students lost interest.
这本书很难理解，结果学生们失去了兴趣。
Although the lady looks elegant, actually she is hard to get along with.
尽管这位女士看上去很优雅，但实际上却很难与之相处。
Today’s homework was easy to do, so Mike finished it quickly and went out to play.
今天的作业容易做，因此迈克很快完成作业然后出去玩耍了。
As far as I’m concerned, this maths problem is very difficult to work out.
就我个人而言, 这道数学题很难算出来。
2. ache vi. 疼痛；渴望 n. 疼痛；痛苦
e.g. I’m aching all over. 我周身疼痛。
Her eyes ached from lack of sleep. 她的眼睛因睡眠不足而隐隐作痛。
I was aching for home. 我很想回家。
He ached to see her. 他渴望见到她。
Poor posture can cause neck ache, headaches and breathing problems.
姿势不当会导致颈部疼痛、头痛和呼吸困难。
3. treatment n. 治疗；对待；处理
treat vt. 对待，看待；治疗；处理；请客，招待 n. 请客，做东；乐趣
e.g. My parents still treat me like a child. 我父母仍然把我当成孩子。
I decided to treat his remark as a joke. 我决定把他的话当作戏言。
The boy was treated for a head wound. 那个男孩因头部受伤接受了治疗。
She treated him to lunch. 她请他吃午饭。
Let’s go out for lunch—my treat (= I will pay). 咱们到外面去吃午餐，我请客。
There are various treatments available for this condition. 对这种病情有各种疗法。
Many patients are not getting the medical treatment they need. 很多病人没有得到他们需要的医治。
We don’t want any special treatment. 我们不想要任何特殊待遇。
4. from then on 从那时起（后接一般过去时态）
5. It was the rock I leant on to become strong and to get through those hard times.
音乐是岩石，让我倚靠，变得坚强，度过那些艰难的日子/时期。
get through (设法)处理；完成；设法联系上(尤指打通电话)；通过；度过，熬过(困难时期)；用完
e.g. As we all know, our friends lend us a helping hand when we need help and they help us get through difficult situations.
我们都知道，我们的朋友在我们需要帮助的时候伸出援助之手，他们帮助我们渡过难关。
I managed to get through the game and the pain was worth it in the end. (完成)
I couldn’t get through to him because his telephone was out of order now and then. (设法联系上)
Luckily, the gap in the fence was just wide enough for the sheep to get through. (通过)
The little boy got through all his money in just one week and had to ask his mom for some more. (用完)
6. moreover adv. 此外；而且(in addition)
e.g. She saw that there was indeed a man immediately behind her. Moreover, he was observing her strangely. 她看见真有一个男的紧跟在她身后，而且在怪异地注视自己。
9. satisfaction n. 满足；满意；欣慰；令人满意的事物
to one’s satisfaction＝to the satisfaction of sb令某人满意的是
with satisfaction 满意地
a sense of satisfaction满足感
satisfy vt.满足；使满意
satisfied adj.满意的
satisfying adj.令人满意的
e.g. Having bought what she wanted，she left the supermarket with satisfaction.
买了她想要的东西后，她满意地离开了超市。
To our satisfaction, he got the first prize in the competition.
令我们满意的是，他在这次比赛中获得了一等奖。
In memory of this meaningful activity, all of us took photos, feeling satisfied and happy.
为了纪念这次有意义的活动，我们都拍了照片，感到满意和高兴。
Nothing satisfies him─he’s always complaining. 什么都难如他的意——他老在抱怨。
The education system must satisfy the needs of all children. 教育系统必须满足所有儿童的需要。
It’s satisfying to play a game really well. 一种游戏玩得特别好是一桩惬意的事。
10. various adj. 各种不同的；各种各样的
variety n.多种多样；多样化；种类 a variety of多种多样的
e.g. She took the job for various reasons. 她由于种种原因接受了这份工作。
There are various ways of doing this. 做这一工作的方法有很多。
There is a wide variety of patterns to choose from. 有种类繁多的图案可供选择。
He resigned for a variety of reasons. 他由于种种原因辞职了。
11. somehow adv. 以某种方式，用某种方法；不知什么缘故，不知怎的
e.g. We must stop him from seeing her somehow. 不管怎么着，我们都不能让他见她。
Somehow, I don’t feel I can trust him. 不知为什么，我觉得不能信任他。
12. outline n. 梗概，大纲，提纲，草稿，要点；外形，轮廓
vt. 概述；略述；画轮廓，打草图，描略图
e.g. This is a brief outline of the story. 这就是故事的梗概。
We outlined our proposals to the committee. 我们向委员会提纲挈领地讲了讲我们的提案。
Step3 Writing
Activity 5 Writing guidance
Use what you have learnt to write a speech about how music can change a person’s life.
1. Work in groups. Think of ways that people experience music, and how music can help people.
Ways people experience music:
singing, listening to a piece of music or a song, playing the piano/guitar/...
How music can help people give encouragement:
provide joy, express emotions, share similar feelings, bring about happiness, make listeners strong in mind, express feelings from heart, imagine a dream world, have fun…
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.
3. Fill in the blanks below with some of the rhetorical device you hope to use in your speech and complete the outline and use it along with rhetorical devices to draft your speech on P57 of the textbook.
The outline:
Part 1
Introduce yourself. + Give the topic of your speech.
Part 2
Write about your experience with music, or the experience of someone you know.
Write about how music made you/him/her feel.
Relate your/his/her experience to the audience.
Part 3
Close the speech.
4. Read and appreciate the sample writing.
Hello! My name is John, and I’m here to talk about the power of music over words. Two years ago, my grandmother passed away, and music has helped me cope since then.
Sometimes words cannot describe what we are feeling, but music can. As Hans Christian Andersen once said, “Where words fail, music speaks.” Music is like a special language that everyone can understand.
Have you ever heard a piece of music and remembered an important time in your life Perhaps when something important happened, or when you felt really happy or sad. I feel this way about a piece of classical music by Eric Satie called “Gymnopédie No. 1”. It reminds me of my grandmother. It is like an old friend comforting me when I hear it.
This music helps me remember how much I miss her. It helps me remember all the great times we had. And music helps me be grateful for that time together. If you struggle to find the words to help you, music can be your guide.
Activity 5 Writing practice
1. Read through the evaluation criteria and try to use them as writing standards.
2. Use the above information in writing guidance to draft a speech.
3. Exchange drafts with a partner. Use the checklist to help you revise the draft.
Step 4 Evaluation and summary
Activity 6 Self-evaluation
Guide the students to reflect on their learning of this period by considering the following aspects.
1. How is your reading comprehension (Good/Fairly good/Moderate/Just so so/Poor)
2. How is your writing performance (Good/Fairly good/Moderate/Just so so/Poor)
3. What will you do to improve your writing after class
Activity 7 Summary
Summarize the main contents of this period briefly by reconstructing the text and emphasizing the organization and language features of a speech.
Homework：
1. Complete and polish the speech and prepare to give a speech to the class.
2. Read the text in a loud voice to practice the tone of giving a speech.
3. Exercises in reference book.

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