【教案】Unit+5Reading+for+writing+说课稿+教学设计+-2022-2023学年高中英语人教版（2019）必修第二册.docx

说课稿Good morning, everyone! Today I am glad to share my lesson plan with you. It is a reading for writing class in PEP Book2 Unit5.This teaching material is a speech about music. I divide my contents into 8 parts: analysis of teaching material, analysis of students, teaching objectives, key and difficult points of teaching, teaching and learning methods, teaching procedures, blackboard design and teaching reflection. As for the theoretical basis, the new English Curriculum Standard has showed us the core competence of this subject. It includes 4 parts: language ability, thinking capacity, learning ability and cultural awareness. Then we come to analysis of the teaching material. In the speech, Sarah Williams talks about the music effects on himself. It is related to self and humans. And it includes many phrases related to music. Besides, with a clear structure and simple descriptions, students are easy to understand the passage. Therefore, it plays a significant part in both inputs and outputs.According the analysis of teaching material and learning condition, I set the followingteaching objectives: By the end of this period, students will be able to:(1) Language abilityStudents can grasp some words, phrases and rhetorical devices related to music by applying and practicing.(2) Thinking capacityStudents can enhance their critical thinking by predicting, further thinking and discussing.(3) Learning AbilityStudents learn to write speeches by reading and imitating the structure of excellent speeches.(4) Cultural AwarenessStudents will understand the music’s power for mankind by experiencing and appreciating.Let’s come to the key and difficult points of teaching. The key points are: through a mind map, students can understand and master the basic structure of English speech. Through theme-based reading, students can acquire information about how music can change a person’s life. The difficult points are: students apply rhetorical devices describing music in writing and develop critical thinking in writing.The second part is analysis of students.The target studentsare Grade 2 students in senior high school. They can read the material independently, be active to create new things and have related life experience. However, they also have some problems. For example, students are short of related vocabulary. They have little chance to write the English speech before. They are also insensible to write complex sentences and apply rhetoric devices in English writing.Then, I apply two kinds of teaching methods: task-based teaching methods and communicative teaching methods, and two learning methods: team work and induction.Before introducing my procedures, I will show my outline first. I will push my teaching from reading for main ideas, structures, to details and language features.In lead-in stage, the activity is prediction and discussion. The teacher gives some key words and the picture. Then, encourage students to predict the main idea of this passage by discussing together. I think this activity can stimulate students’ interest and let them get involved in class quickly.In pre-writing stage, there are two activities.The first activity is read for the main ideas. Students skim the passage quickly and then I invite some students to do some match as follows. Students can grasp the main ideas quickly and have a clear understanding of the passage.The second activity is read for the structure. Students find out the beginning-body-ending part, and write the clues in the following blank. From this activity, students can know how to organize their speech.In while-writing stage, I design three activities.As for activity 1-read for details in the beginning. Students read the first paragraph carefully. Then I will help students to analyze the main points through a mind map. After that, I will give the topic of How Music Changes a Person’s Life and ask students to draft the first paragraph. When the activity ends, I will invite some students and make brief comments. The above activity will guide students to form ideas and develop the writing ability.In activity2-read for details in the body. Students read the body part quickly and work in group of 4 to talk about their opinions and attitudes of music. I give some clues to encourage them to discuss. After discussion, students are required to write a draft of body part. I ask them to use two kinds of complex sentences at least; and go around to provide help. Through these activities, students can enhance their confidence in expressing their thoughts and raise the awareness of cooperative work. In activity3-read for the language features. I teach the rhetorical devices briefly and students match them to the lettered sentences in the speech. After students learn the devices, I will let them apply some rhetorical devices in their speech by further thinking. In the process, students can master writing techniques and improve their writing。