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名师教学设计Unit4Using language!
一、主题语境人与社会——中国对外援助
二、语篇类型该文本是一篇演讲稿，主题是宣传我国对其他国家的援助
三、语篇分析演讲稿以学生的视角，讲述了一位医生母亲作为我国政府派驻非洲坦桑尼亚的医疗队的一员，开展志愿服务工作的经历全文分为Topic—Content—Theme三个部分，首段用一个Rhetorical question抛出演讲者对援助工作的价值的思考;然后，使用了“Ihad thesame questionmyself,But forme...,To behonest,”等表达，从个人的角度展现自己从一开始的不理解到后来的完全认同并引以为傲的心路历程；最后，通过肯定母亲的国外志愿者事例，表达自己未来投身国际援助事业的决心在语言表达上，运用了“Today,[want torelay toyou thatInthe future,I praythat…”等句型提出倡议，号召更多的人加入国际志愿者的行列
四、教学重点内化演讲稿的语篇特点和结构特征，完成演讲稿的写作并展示，讲好中国故事，传播中国声音
五、教学目标在本课学习结束时，学生能够
1.观察词汇云图等多模态语篇，预测文本内容
2.通过跳读和略读，提炼演讲稿的文本结构和语言特征
4.小组内自评和互评，培养批判性思维
5.结合我校举办主题为“中国对外援助”的英语演讲比赛，指导学生撰写演讲稿，参加班级迷你演讲比赛把所学的知识进行迁移、创新鼓励学生联系实际，用英语讲好中国故事，传播中国声音，实现学科育人功能
六、教学过程Stage1Lead-in Step1Question TimeSswatch somepictures relatedto thetopic.
1.Do youknow whatkind ofaids doesChina offerto othercountries
2.Why doesChina offeraids设计意图利用图片创设语境，导入主题；讨论中国对外援助事例，激活学生背景知识，为探究主题做认知准备Stage2Pre-readingStep2:View andpredictT asksSs tolook atthe wordcloud of the text.Predict themain ideaof thetext.设计意图利用多模态词汇云图进一步激活图式，引导学生预测文本内容，形成阅读期待Stage3While-readingStep3:Read forstructure
1.What typeof textis it
2.What isthe structureof thetext设计意图判断语篇体裁和文本结构Step4Read fordetails
1..What isthe rhetorical question usedin thisspeech
2.What isthe answerto thisrhetoricalquestion
3.What doesthe speakeruse toget hermessage across□a casestudy□a joke□a personalstory□facts anddata□a hypotheticalexample□an analysisofthehistory andcauses ofthe issue
4.How didBingbings feelingsabout thetopic change
5.How doesthe speechend设计意图引导学生深度阅读文本，帮助学生获取并梳理演讲稿细节内容，为后面的写作输出做好铺垫Step5Read forlanxua^eSs readthe speechand summarizethe usefulexpressions.Brainstorm morein groups.Structure ofthe Languagefeature Wayof writingFunctionspeechRhetorical questionAnswer to the questionEndingMore ihetoricalquestions for[eference:
1.You dontexpect meto goalong withthat crazyscheme,do you
2.Why isthe Beltand Roadbeneficial to the promotionof economy
3.The amountof plasticin theocean isrising ata considerablerate.How manyefforts willit takeyouto helpreduce this
4.If Wintercomes,can Springbe farbehind OWind
5.Remember howthings usedto be10years agoMoreexpressions foropening aspeech:
1.Many ofyou mayask whatthe Beltand Roadis.Well,to beginwith,I wantto tellstories behindit.2・Itd liketo beginby askingyou toimagine aworld where...
3.Lets startby givingyourselves around ofapplause.
4.As thesaying goes“First impressionsare lasting;you neverget asecond chanceto createa goodfirstimpression.”设计意图提炼语言特征，获取语言支撑，为后面的写作任务做好铺垫Stage4Pre-writingStep6:Set abackgroundTo colorcampus life,our schoolwill organizean oral English contestnext week.Write aspeech aboutChinas aidto othercountries.设计意图创设语境，培养学生的创造性思维，增强语言实用性，实现学生的能力迁移Step7:Brainstorm forideas
1.T asksSs tobrainstorm formore ideas in groupsand thenshare theirideasingroups.
2.T providesmore ideasfbr Ssreference.设计意图发散思维，以头脑风暴为突破手段，引导学生对迁移话题进行逻辑性和批判性地探讨Stage5While-writingStep8:Design yourdraftWrite your speech,following thestructure andusing theexpressions youhave learnt.、Chin Aidto OtherCountries____________Topic ofthe speechRhetoricalquestion:_________________________________Answertothequestion:Personal connectionApersonal$tory_____________Vour ownopinion____________，Ending:Action t©tahe设计意图综合运用所学话题内容、语篇结构、语言特点进行输出，体现学生综合运用语言的能力Step9:Self-assesspeer-assess
1.After writing,T drawsSs attentiontotheevaluation chart.
2.T sharesSs writingwith thewhole classand demonstratehow toassess thewriting byreferring tothechart.
3.Ss evaluatetheir ownwriting andpeer-assess theirgroup members\设计意图师生共评，结合学生作品的特点，肯定学生的创新意识和积极的态度Stage6Post-writingStep10:Attend themini-oralEnglishcontest
1.Organize themini-contest inyour classand shareyourspeechorally.
2.Listen to your classmates9speeches.Take noteson thesheet andvote on the bestone.设计意图教师引导学生认真倾听同伴演讲并记录信息、，从演讲情境、主题、主要内容和自身感受几个维度进行分享讨论在模拟演讲比赛的过程中，实现能力迁移Stage7Summary andAssignmentStep11:Make asummarySummarize thetopic andstress theimportance ofChina*s aidto othercountries.AssignmentCompulsory:Polish yourspeech accordingtoyourclassmates,comment.Optional:Shoot avideo whileyou aregiving aspeech,upload itonthesocial mediaand sharewithothers.设计意图对本堂课和本单元的学习进行归纳总结，深化主题意义，号召更多人加入到志愿者的行列，加强德育浸润1。
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