高中英语Unit5MusicSectionⅤWriting—咨询信教案(含解析)新人教版必修2

《Unit5Music》教案高中必修2英语 - 5068儿童网教科书语法项目呈现相对集中,便于教学。

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《Unit5Music》教案高中必修2英语教学准备教学目标1.知识目标：1)Studentsshouldlearnsomeusefulwordsandphrases:musician,cla p,passer-by,form,extra,earn,advertisement,2attractive,instrument,loosely, actordreamof,behonestwith,playjokeson,orso,breakup.3)Student sshouldunderstandthegeneralideaofthepassage2.语言能力目标：1)DeveloptheSs’skillsofskimming,scanningandcarefulreading.2)TraintheSstofindt hekeywordsandthetopicsentences.3)EncouragetheSstoguessthe newwordsaccordingthereading.3.情感态度与文化意识目标：1)EncouragetheSstosharethedifferentkindsofmusic.2)Improvethe cooperationandshareamongthestudents.教学重难点1、教学重点：a.Tounderstudendthepassagebetterb.Tofindthemainideaofeachp aragraph2、教学难点：a.Masterthereadingabilityb.Developtheskillsofreading教学过程教学设计本节课共45分钟，具体教学步骤如下：StepILeading-in播放一段小视频，内容为歌曲Ifyouarehappy的英文版本，通过介绍演唱乐队twins引出本单元话题。

Unit 5 Music Reading for Writing讲义-高中英语人教版（2019）必修第二册【教材佳句】1.It’s an honor to be here and to share with you the story of how music has had an impact on my life.非常荣幸来到这里与大家分享音乐是如何影响了我的人生的。

讲解：积累句式it’s an honor to do，很荣幸做某事，通常是演讲的开场。

举一反三：像我这样的职业，今天能站在这里与你们对话，是我的荣幸。

_________________________________________________________________________________2.I hope all of you will somehow begin to treasure music and make it a part of your time. Thank you!我希望大家能以某种方式开始珍惜音乐，让音乐成为你生活的一部分。

谢谢大家。

讲解：演讲结束的一种收尾方法，这里是提出希望愿景，最后感谢，有时候也可以放邮件结尾。

举一反三：我希望这能说明职业规划课程对中国高中生的重要性。

如果你想了解更多的信息，请告诉我。

____________________________________________________________________________________________________ ______________________________________________________________【相关语料】音乐类型Pop music流行音乐；Rock music摇滚音乐；Jazz爵士乐；Classical music 古典音乐；Hip hop嘻哈音乐；Electronic music电子音乐；Country music 乡村音乐；Blues蓝调音乐；R&B (Rhythm and Blues)节奏蓝调音乐；Reggae雷鬼音乐；Folk music民谣音乐；Metal music金属音乐；Punk rock朋克摇滚音乐；Gospel music福音音乐；Soul music灵魂音乐；Techno电子舞曲；Civic balled民谣乐器名称Piano钢琴；Guitar吉他；Violin小提琴；Flute长笛；Trumpet小号；Drum set鼓套；Saxophone萨克斯管；Clarinet 单簧管；Cello大提琴；Harp竖琴；Bass guitar贝斯吉他；Trombone长号；French horn法国号；Oboe双簧管；Accordion手风琴；Xylophone木琴；Ukulele尤克里里；Violoncello大提琴；Banjo班卓琴；Mandolin曼陀林琴；Zither 古筝演奏相关Play(v.)弹奏；Instrument乐器；Musician音乐家；Performance演奏；Practice练习；Concert音乐会；Solo独奏；Ensemble合奏；Improvisation即兴创作；Score乐谱；Note音符；Rhythm节奏；Tempo速度；Dynamics动态；Harmony和声；Melody旋律；Chord和弦；Arpeggio琶音；Scale音阶；Technique技巧【典例剖析】本单元的写作任务是写一篇演讲稿。

Unit5写作课教案Write a SpeechI. Teaching Objectives1. Students will be able to write a clear and organized speech on a given topic.2. Students will be able to use appropriate vocabulary, grammar, and sentence structures in their speeches.3. Students will be able to effectively convey their ideas through the use of rhetorical devices.4. Students will be able to revise and edit their own speeches for clarity and accuracy.II. Teaching Key Points and Difficulties1. Key Points: Thesis statement, supporting details, conclusion.Difficulties: Ensuring that all points are clearly stated and supported.2. Key Points: V ocabulary, grammar, sentence structure.Difficulties: Ensuring proper usage and correctness.3. Key Points: Rhetorical devices.Difficulties: Demonstrating effective use without overwhelming the message. 4. Key Points: Revising and editing.Difficulties: Ensuring that revisions do not detract from the original message.III. Teaching Process1. Introduction (5 minutes): Introduce the topic of the speech and provide an example of a well-written speech. Use this as a model for students to follow.2. Warm-up (5 minutes): Discuss the importance of writing a good speech and why it is necessary in various situations (such as public speaking, job interviews, etc.). Ask students to share their experiences or thoughts on this topic.3. Instruction (20 minutes): Provide instruction on the key points of writing a speech (thesis statement, supporting details, conclusion; vocabulary, grammar, sentence structure; rhetorical devices; revision and editing). Use real-life examples to illustrate these points.4. Practice (10 minutes): Divide students into small groups and assign each group a specific speech topic. Each group should brainstorm, draft, and revise their speech within the given time frame. The teacher can also assign individual practice tasks if time allows.5. Production (5 minutes): Have one student from each group present their speeches to the class. The teacher can provide feedback and suggestions for improvement after each presentation.6. Conclusion (5 minutes): Review the key points of the lesson and emphasize theimportance of practicing and revising writing skills in order to improve them. Remind students that they can use the resources provided by the school to further enhance their writing abilities.IV. Homework Assignments1. Individual Work: Each student should write a speech on a topic of their choice, using the techniques learned in class. They should also revise and edit their work before submitting it for grading.2. Group Work: After completing individual work, students should analyze their classmates' speeches for coherence, organization, and effectiveness in conveying their message. They should also provide constructive feedback on how their classmates could improve their work.3. Additional Reading: Students should read articles or books on effective public speaking and persuasive writing to further enhance their understanding of these skills. They should take notes on what they learn and apply these principles when writing their own speeches in the future.V. Assessment Methods1. Written Assignments: The teacher will grade individual and group written assignments based on the following criteria: coherence and organization of ideas, use of appropriate vocabulary and grammar, effective use of sentence structures, and effective use of rhetorical devices.2. Oral Performance: The teacher will evaluate student performances during the class presentations based on the same criteria as written assignments, with an added emphasis on delivery style and audience engagement.3. Self-Reflection: Students will be asked to reflect on their learning process throughout the course, including what they have learned, what challenges they faced, and what they would do differently in the future. This reflection will be used as part of the overall evaluation of their performance in the course.。

《Unit 5 Music Reading for writing》教案（附导学案）1Unit 5 音乐阅读写作教案第一节：导入与目标设定教学目标：1. 学生能够理解和运用与音乐阅读和写作相关的词汇和表达。

2. 学生能够阅读音乐资料、写作关于音乐的文章。

3. 学生能够进行音乐评论与讨论。

教学导入：老师向学生展示一张音乐家表演的照片，并询问学生对此的了解和感想。

然后引导学生逐步进入主题，引发学生对音乐的兴趣和思考。

第二节：音乐阅读与理解教学目标：1. 学生能够阅读音乐资料，提取关键信息并进行理解。

2. 学生能够运用所学的音乐词汇和知识，解释和讨论音乐资料。

教学内容：1. 展示一份音乐资料，如一首歌曲的歌词，一段音乐的介绍等，让学生阅读并提取关键信息。

2. 学生小组讨论并解释音乐资料的意义。

3. 整个班级共同讨论音乐资料的意义和感受。

第三节：音乐写作技巧教学目标：1. 学生能够运用所学的音乐写作技巧，编写有关音乐的文章。

2. 学生能够运用适当的词汇和句型，进行音乐评论和描述音乐经历。

教学内容：1. 向学生介绍音乐写作的基本结构和技巧，如引言、主体段落和结论等。

2. 展示一篇关于音乐的样例文章，让学生阅读并分析其结构和词汇使用。

3. 让学生选择自己喜欢的音乐，并写一篇有关其感受和评论的文章。

第四节：音乐评论与讨论教学目标：1. 学生能够展示自己的音乐评论和观点，与他人进行讨论和交流。

2. 学生能够倾听和尊重他人的音乐观点，并进行合理的反驳和讨论。

教学内容：1. 学生将自己编写的音乐评论文章进行展示和讨论。

2. 学生就他人的音乐评论进行倾听、提问和反馈。

第五节：综合练习与评价教学目标：1. 学生能够应用所学的音乐阅读和写作技巧，进行综合练习。

2. 学生能够对自己的写作进行自我评价和改正。

教学内容：1. 给学生一些音乐资源，如音乐视频、歌曲、音乐综艺节目等，并让他们选择并进行阅读和写作。

2. 学生将自己的作品进行自我评价，并交流和讨论。

（新课标）高中英语Unit5MusicSectionⅤWriting——求助信讲义新人教版必修2Section ⅤWriting——求助信[文体指导]求助信是向有关组织或个人写信请求帮助，格式大体上同一般书信。

写作时的注意事项如下：1．开门见山，摆出问题直截了当地把你遇到的难题或者困惑告诉对方。

2．态度诚恳，言辞恳切向别人求助，尤其是向长辈或者是自己不熟悉的人求助的时候，态度一定要诚恳，语气要委婉，让对方感到你确实需要并值得帮助。

3．思路清晰，表述明了语言要简练、流畅，层次分明，表述清楚，以便让对方一看就能明白你提出的问题，并能有针对性地给你提出意见和建议。

4．正确把握时态，保证语言准确性写英文求助信的原因就是目前自己在某一方面遇到困难，因此应用一般现在时表达文意，当然描绘自己得到帮助后的进步时应用一般将来时表达文意。

[亮点句式]★自我介绍1．My name is....I'm writing to you for some help.2．I'm writing a letter to you to get some help about...★交代自己所面临的困难1．I have met much difficulty in...2．I find it difficult to...3．I can hardly bear/tolerate/put up with...any longer.★请求对方做某事的表达1．Would you like to...so that...?2．Also，I'd like you to...3．I would appreciate it if...4．I would be grateful if...[写作任务]假如你是李华，你打算与朋友组建一个乐队。

门基乐队的成功给了你很大的鼓舞。

但你和朋友对乐队的名字、主唱、乐器的选择及乐队的类型存在分歧，你决定向门基乐队求助，现在请你写一封词数100左右的求助信。

Unit 5 Music一、课前基础自查(一)分类记单词——省时高效Ⅰ.阅读单词(知其意)1.classical adj. 古典的；古典文艺的2.passer­by n. 过路人；行人3.fame n. 名声；名望4.instrument n. 工具；器械；乐器5.pub n. 酒馆；酒吧6.studio n. 工作室；演播室lionaire n. 百万富翁；富豪8.reunite vt. 再统一；再联合；重聚9.choral adj. 唱诗班的；合唱队的10.jazz n. 爵士音乐Ⅱ.重点单词(写其形)1.musician n. 音乐家2.pretend vt. 假装；假扮3.attach vt.& vi. 系上；缚上；附加；连接4.form vt. (使)组成；形成；构成5.roll vt.& vi. 滚动；(使)摇摆n. 摇晃；卷；卷形物；面包圈6.earn vt. 赚；挣得；获得7.extra adj. 额外的；外加的8.actor n. 男演员；行动者9.rely vi. 依赖；依靠10.broadcast n．& vi.& vt. 广播；播放11.familiar adj. 熟悉的；常见的；亲近的12.addition n. 加；增加；加法13.afterwards adv. 然后；后来14.sensitive adj. 敏感的；易受伤害的；灵敏的15.cash n. 现金16.dip vt. 浸；蘸Ⅲ.拓展单词(通其变)1.invitation n．邀请；招待→invite vt.邀请2.perform vt.& vi.表演；履行；执行；做→performance n．表现；演奏；表演→performer n．表演者；执行者3.humorous adj.幽默的；诙谐的[语境活用]1.He gave her a confident smile and his confidence made her faced with challenge bravely.(confident)2.After a brief pause, he began to end the meeting briefly with only a fewwords.(brief)(二)练中记短语——记牢用活(三)仿写明句式——以用为本out anywhere without being followed.弗雷迪和他的乐队无论走到哪里都会有人跟随。

Unit5写作课教案Write a SpeechI. Teaching Objectives1. Understand the basic principles of writing a speech.2. Learn how to organize and present ideas logically.3. Develop critical thinking skills in analyzing and evaluating information.4. Apply these skills in writing a persuasive speech on an assigned topic.II. Teaching Key Points & Difficult PointsBasic principles of speech writingTechniques for organizing and presenting ideasCritical thinking and evaluation skillsPersuasive speaking skillsIII. Teaching ProcessSection 1: Introduction (5 minutes)- Briefly introduce the topic of speech writing and its importance in communication. - Discuss the key points and difficult points of the class.Section 2: Basic Principles (10 minutes)-Introduce the basic principles of speech writing, including audience analysis, purpose, structure, and tone.- Use examples from real-life speeches to illustrate these principles.Section 3: Techniques for Organization (10 minutes)-Discuss techniques for organizing ideas effectively, such as outlining and brainstorming.- Use examples from successful speeches to show how these techniques work.Section 4: Critical Thinking and Evaluation (10 minutes)- Teach students how to analyze and evaluate information critically, using tools such as evidence and reasoning.- Use case studies to demonstrate the application of this skill.Section 5: Persuasive Speaking (10 minutes)-Discuss strategies for persuasive speaking, such as emotional appeals and logical arguments.- Use examples from political speeches to show how these strategies work.Section 6: Practice (10 minutes)- Give students a chance to write a short speech on a given topic, with feedback from the class.- Encourage students to use the techniques and strategies learned in the class.Section 7: Conclusion (5 minutes)- Review the key points and techniques learned in the class.- Encourage students to continue practicing their speech writing skills outside of class.IV. After-Class AssignmentAssign one student each week to deliver a speech on a topic of their choice, with peer feedback and self-evaluation. This will help students apply what they've learned in class and develop their public speaking skills.V. Assessment & ReflectionAssess student progress through regular participation in class discussions, homework assignments, and weekly speech presentations. Reflect on teaching effectiveness at the end of each semester, adjusting teaching methods as necessary based on student feedback and performance data.。

Unit5写作课教案Write a SpeechI. IntroductionThis is a 45-minute high school English writing class focused on the topic of "write a speech". The lesson is designed to help students develop their English writing skills and apply them to real-life situations such as public speaking. The class is based on the fundamentals of Signals and Systems, which are essential knowledge for future graduate studies in related fields.II. Chapter and Time AmountThe class will be divided into four parts, each lasting approximately 10 minutes. This format allows us to cover a variety of topics while keeping the class time manageable.III. Student AnalysisStudents at this level have basic English writing skills but may lack confidence in using the language effectively. They need guidance in organizing their thoughts and expressing them clearly in written form.IV. Teaching Objectives and RequirementsA. Learning Goals:1. Students will learn how to write a clear and effective speech.2. Students will understand the importance of structure and organization in written communication.3. Students will practice using various sentence structures and vocabulary to express their ideas effectively.B. Requirements:1. Students should bring their own laptops or tablets for note-taking during the class.2. Students should actively participate in class discussions and activities.3. Students should complete all homework assignments and submit them by the due date.V. CourseIn addition to academic learning, this class also aims to cultivate students' sense of social responsibility. Through writing speeches, students can express their opinions on important issues and contribute to society in meaningful ways.VI. Teaching Difficulties and Key PointsA. Teaching Difficulties:1. Encouraging students to think critically about their speech topics.2. Providing constructive feedback that helps students improve their writing skills.3. Balancing the amount of content with the time available in each class session.B. Key Points:1. Emphasize the importance of a clear introduction, body, and conclusion in a speech.2. Show students how to use rhetorical devices such as metaphors, analogies, and repetition to enhance their speeches.3. Teach students how to revise their work for clarity, coherence, and accuracy.VII. Teaching Strategies and MethodsA. Teaching Strategies:1. Active learning: Encourage students to ask questions, share their ideas, and engage in group discussions during class time.2. Hands-on learning: Use interactive online tools such as Google Docs or Quizlet to allow students to practice their writing skills in a fun and engaging way.3. Peer teaching: Invite senior students or teachers to give presentations on effective writing strategies, then have them guide their peers through the process of writing a speech.B. Teaching Methods:1. Guided practice: Start with simple prompts and gradually increase the complexity of the speech topics as students become more confident in their writing abilities.2. Modeling: Show students examples of good speeches and explain why they are effective, then have them try to emulate those techniques in their own writing.3. Peer review: After completing a speech, have students exchange their work with a partner or group for feedback and suggestions for improvement.VIII. Learning ActivitiesA. Problem Introduction: Introduce the topic of public speaking and its importance in various fields such as politics, business, and education. Ask students what they know about public speaking and why it matters to them personally or professionally.B. Content Theme: Discuss different types of speeches, such as persuasive, informative, or entertaining, and explain how to choose a suitable topic for each type of speech based on personal interests and audience expectations.C. Teacher Activity: Give an example of a good speech and analyze its structure,language use, and rhetorical devices to demonstrate the principles of effective public speaking. Then provide students with a list of potential speech topics and ask them to choose one that they find interesting and challenging to write about within the given time frame.D. Student Activity: Have students brainstorm ideas for their chosen speech topics, create an outline for their speeches, and start drafting their first paragraphs using the guidelines provided earlier in this section (e.g., clear introduction, body, conclusion). Encourage students to ask questions and seek feedback from their peers or teacher throughout the process of writing their speeches.E. Homework Questions & Answers: Assign homework that requires students to revise their completed speeches based on feedback received from classmates or teacher (e.g., correcting grammar mistakes, improving clarity, strengthening arguments). Also include some open-ended questions about how they used specific language features or rhetorical devices in their speeches for further discussion in class next week!。