人教版（2023）必修第二册 Unit 5 Music how to write a speech 教学设计（表格式）

第第页人教版（2023）必修第二册Unit5Musichowtowriteaspeech教学设计（表格式）Book2Unit5ReadingforWriting

Textanalysis:

ItisaspeechabouthowmusichashadanimpactonSarah’slife.Thefirstparagraphconsistsofgreetings,self-introductionandintroducingthetopic.Themainpart,paragraph2and3,tellsSarah’spersonalexperienceandhowmusichashadanimpactonherlife,aswellasherfeelings.Paragraph4istheclosingpart.Inthespeech,aseriesofrhetoricaldevicesareusedtomakethelanguagemorepersuasiveandattractive.Bysharingpersonalexperience,thespeechcanalsobemorepersuasiveandconvincing.Thebasicstructureofaspeechhasbeenpresentedclearly.

Learningneeds:

StudentshavelearnttherhetoricaldevicesinChinese,soitshouldnotbedifficultforthemtounderstandthosesentences.TheyhavealsolearnthowtowriteaspeechinChinese,sothestructureshouldalsobeeasyforthemtoaccept.Therefore,whattheymayfinddifficultishowtomakeaspeechpersuasiveandattractive.

Learningobjectives:

Afterlearning,studentscan:

understandthecontent;

befamiliarwiththestructureofaspeech;

analyzethelanguagefeaturesofaspeech;

knowhowtomakeaspeechpersuasiveandattractive;

usewhattheyhavelearnttowriteaspeechwithaclearstructureandpersuasivelanguage.

Focalpoints:

Helpstudentsknowhowtomakeaspeechpersuasiveandattractive,andusewhattheyhavelearnttowriteaspeechwithaclearstructureandpersuasivelanguage.

Teachingprocedure:

StepsActivitiesPurposeCorecompetence

Step1LeadinActivity1:Theteachersharesthesong“Happy”withthestudents.Theteacherasksthestudentsaquestion:WhatfeelingdoesthesingerwanttotellusActivity2:Theteacherpresentstwosentenceswrittenwithrhetoricaldevicesfromthelyrics.1.Toraisestudents’interestinthetopic.2.Tointroducetheconceptofrhetoricaldevices.3.Toguidestudentstonoticerhetoricaldevicesinthenextstep.Languagecompetence:PayattentiontotherhetoricaldevicesinexpressionsThinkingcompetence:Findoutdifferentwaystodescribefeelings.Culturalawareness:Understandthefeelingsmusicbringstopeople.

Step2readingActivity1:ReadforlanguagefeaturesReadforsentencesTheteacherleadsstudentstofindmoresentenceswithrhetoricaldevicesinSarah’sspeech.Introducetherhetoricaldevices.Readandthink:WhydidSarahdescribeherfeelingswithrhetoricaldevicesinsteadofsimplesentencesinherspeechActivity2:ReadforcontentAskstudentsthefollowingquestions:Q1:CanyousaysomethingaboutthestoryQ2:WhydidshestartherstorybyaskingaquestionandendupwithaquoteQ3:WhatisherpurposeofsharingherstoryinherspeechActivity3:ReadforstructureTheteacherasksthestudentstonameeachpartofaspeech.Duringthisprocess,studentswilllearnthestructureofaspeech.1.Toletstudentsrealizethelanguagefeatureofaspeechandthefunctionofrhetoricaldevices.2.Tounderstandtheimportanceofrhetoricaldevicesinaspeechclearly.3.Toletstudentsrealizethatpersonalexperiencescanmakeaspeechmorepersuasive.4.Tolearnthestructureofaspeech.Languagecompetence:Analyzeitslanguagefeatures;Understandthefunctionofrhetoricaldevicesinexpressions.Thinkingcompetence:Compareandrealizethedifferencesbroughtbyrhetoricaldevices.Learningcompetence:Findinformationbyscanningthepassage.Thinkingcompetence:Understandtheimportanceofpersonalexperienceinaspeech.Languagecompetence:1.Knowthestructureofaspeech.2.Understandtheinformationandemotionexpressedinapublicspeech.Culturalawareness:Realizeandexperiencethedifferentfeelingsandinfluencesbroughtbymusic.

Step3writing2.Makeaspeechwiththeskillslearntinclass.3.Somestudentswillbeinvitedtosharetheirspeechesinclass.Otherswilllistentothespeechandassessitaccordingtothechecklistontheworksheet.1.Tobetterunderstandandgetfamiliarwithwhattheyhavelearnt.2.Tohelpstudentsknowwhatagoodspeechisandhowtomakeit.Languagecompetence:1.Improvewritingabilities;2.Beabletowriteapersuasivespeechaboutthepositiveinfluencepersonalexperienceshadonourlives.Thinkingcompetence:Knowwhatagoodspeechislikeandhowtomakeit.Learningcompetence:Knowhowtoassessaspeech.

Step4homeworkPolishyourspeech.Reviseitwithyourclassmates.Watchavideoofhowtodeliveraspeechandpreparetomakeaspeechinclassthenextday.Tosharewhattheyhavelearntandgrasptheskillsofmakingaspeech.Learningcom