Unit 4 Sharing Using Language 教学设计-2024-2025学年高中英语人教版（2019）选择性必修第四册

Unit4Period 4Make a speech about China's aid to other countries 教学设计 教学分析 教学目标 By the end of this period,students will be able to: 1.understand Zhan Bingbing's speech in the English speech contest, and understand the structure and language characteristics of the speech. 2.write a speech on the topic of China's aid to other countries. 3.establish a correct outlook on life. 教学重点 1.Guide students to read the article and understand the author's rhetorical device using rhetorical questions. 2.Guide students to give a speech on China's aid to other countries. 教学难点 1.Guide students to read the article and write a speech on China's aid to other countries. 2. Guide students to understand the author's rhetorical device using rhetorical questions. 教学资源 教材、多媒体课件、学案、黑板和粉笔。 教学过程设计 Teaching contents Procedures Purposes Teacher's activity Students' acivity Lead-in 1.T asks Ss to watch a video. Question: China has been providing help to many countries. Do you know any other countries China has helped? 2.T writes down what the Ss answered. 3. T asks Ss to have a discussion. Ss talk about the video. 1.Lead to the topic and activate the Ss' background knowledge. 2.Brainstorm the knowledge. While- reading Activity 1 T asks the Ss to read the speech transcript and answer the questions on page 45 of the textbook. 1.What are some examples of the work that Chinese people do to help others overseas? 2.Why was Bingbing upset when her mother went to Tanzania? 3. What are some of the problems people face in Tanzania? 4. What are two things that Bingbing's mother is helping with? 5.Why is this work worth it? Ss read the text and share the answers in class according to the text. Predict the topic ofthe spoech transcript through tips and pictures. Activity 2 T asks Ss to read the speech transcript and answer the question by filling in the blanks below. What's the main idea of the speech? Tanzania,Africa. Ss answer the question based on the information from the text. Grasp the main idea of the text. Activity 3 T asks Ss to figure out the structure of the speech.T shows the structure of the speech. The Structure of the Speech Rhelorical questions Topic of the speech Answers to the Content of the questions speech Ending speech Ss discuss the questions in groups and then share with the other Ss in class. Figure out the structure of the speech according to their own understanding. Activity 4 1.Study the features of the speech to answer the following questions. (1)What is the key rhetorical question used in this speech? (2)What is the answer to this rhetorical question? (3) What does the speaker use to get her message across? a case study a hypothetical example a joke a personal story an analysis of the history and causes of the issue facts and data (4)How did Bingbing's feelings about the topic change,and what caused this change?(5)How does the speech end? 2. T and Ss analyse the text together and get the answers. Voice their opinions. Know the information of the content. Activity 5 Summarise the structure and the useful expressions while writing the speech. Ss keep the structure and the useful expressions in mind. Lay a good foundation for writing the speech. While- writing 1.T asks Ss to write a speech about China's aid to other countries. 2.T guides Ss to write the speech. Step 1: In groups, brainstorm a list of possible causes that you could talk about. Step 2: In pairs, go over the list and discuss these points: ·Which,if any,of the causes do you have a personal connection with? ·What personal story could you tell in relation to that cause? ·How did that affect your opinions on the issue? ·What rhetorical question could you use to begin your speech? ·What is the answer to that rhetorical question? ·What action do you want people to take as a result of your speech? Step 3: Using what you have discussed, write a short speech. Tips: You can use rhetorical questions to begin your speech. You can use the following materials to get your message across. a case study a hypothetical example a joke a personal story an analysis of the history and causes of the issue facts and data You can end your speech with a declaration or/and a call to action. Write a speech about China's aid to other countries, according to the analysis of the speech. Write a short speech, exchange their drafts with partners and polish it. Post-writing T asks Ss to exchange drafts with a partner and revise the draft using partner's comments. Ss present speeches and listen to classmates' speeches. As a class, vote on the best one. Voice their opinionson classmates' writing and polish their own writing according to classmates'advice. 核心素养专练 T guides Ss to write a passage about volunteering. Ss write a short passage about volunteering. Put what Ss have learnt into practice. 教学反思 本单元围绕志愿服务这一主题展开，通过博客文章、演讲、视频、广告等多模态语篇展示志愿服务、志愿者组织、国家援助等内容，引导学生关注并了解公益事业，启发学生联系自身实际讨论志愿服务活动的意义和参与方式，帮助学生理解并鼓励他们探讨中国对外援助的意义。本单元的主题意义不只是个人层面的志愿服务和帮助，还包括中国在新时代为共建人类命运共同休所做的努力与这样做的意义。 该文本是一篇典型的演讲稿，主题是宜讲我国对其他国家的援助。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。演讲者首先以大家熟悉的援助事例开篇，并用一个设问抛出演讲者对援助工作的价值的思考；然后，再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，穿插叙述了自己的母亲在非洲当地所作的贡献，真实地反映了中国进行国际援助的作用和意义；最后，从共建人类命运共同体的高度坚定了自己未来投身国际援助事业的决心，并提出倡议，号召更多的人加入国际志愿者的行列。 本节课从梳理文本、分析演讲稿的结构和框架以及写作的语言特点入手，帮助学生完成最后的写作与展示，讲好中国故事、传播中国声音。 不足之处：该文本容量大，阅读分析文本所花费的时间比较长，导致最后的写作环节时间紧张。同时，学生的文章容易出现语法错误和上下文不连贯等问题。 改进措施： 1．平时重视写作词汇的积累，注意课堂环节的时间掌控，提醒学生写作用时并指导学生提高效率，写作完成后留出足够的课堂时间让他们展示。 2．教师引导学生认真倾听同伴的演讲并记录信息，从演讲情境、主题、主要内容和自身感受等维度进行分享讨论。学生在表达和互动的过程中，继续探究中国对外援助的意义，实现单元主题意义的升华。在演讲者结束演讲后，教师还可以鼓励学生向演讲者提出一两个问题，增加课堂互动。 学科网（北京）股份有限公司 $$