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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:
Steps
Activities
Purpose
Corecompetence
Step1
Leadin
Activity1:
Theteachersharesthesong“Happy”withthestudents.
Theteacherasksthestudentsaquestion:
Whatfeelingdoesthesingerwanttotellus?
Activity2:
Theteacherpresentstwosentenceswrittenwithrhetoricaldevicesfromthelyrics.
1.Toraisestudents’interestinthetopic.
2.Tointroducetheconceptofrhetoricaldevices.
3.Toguidestudentstonoticerhetoricaldevicesinthenextstep.
Languagecompetence:
Payattentiontotherhetoricaldevicesinexpressions
Thinkingcompetence:
Findoutdifferentwaystodescribefeelings.
Culturalawareness:
Understandthefeelingsmusicbringstopeople.
Step2
reading
Activity1:Readforlanguagefeatures
Readforsentences
TheteacherleadsstudentstofindmoresentenceswithrhetoricaldevicesinSarah’sspeech.
Introducetherhetoricaldevices.
Readandthink:
WhydidSarahdescribeherfeelingswithrhetoricaldevicesinsteadofsimplesentencesinherspeech?
Activity2:Readforcontent
Askstudentsthefollowingquestions:
Q1:Canyousaysomethingaboutthestory?
Q2:Whydidshestartherstorybyaskingaquestionandendupwithaquote?
Q3:Whatisherpurposeofsharingherstoryinherspeech?
Activity3:Readforstructure
Theteacherasksthestudentstonameeachpartofaspeech.
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.
Step3writing&assessing
1.Brainstormtheexperiencesthathashadanimpactonthem;2.Makeaspeechwiththeskillslearntinclass.
3.Somestudentswillbeinvitedtosharetheirspeechesinclass.Otherswilllistentothespeechandassessitaccordingtothechecklistontheworksheet.
1.Tobetterunderstandandgetfamiliarwithwhattheyhavelearnt.
2.Tohelpstudentsknowwhatagoodspeechisandhowtomakeit.
Languagecompetence:
1.Improvewritingabilities;
2.Beabletowriteapersuasivespeechaboutthepositiveinfluencepersonalexperienceshadonourlives.
Thinkingcompetence:
Knowwhatagoodspeechislikeandhowtomakeit.
Learningcompetence:
Knowhowtoassessaspeech.
Step4
homework
Polishyourspeech.Reviseitwithyourclassmates.Watchavideoofhowtodeliveraspeechandpreparetomakeaspeechinclassthenextday.
Tosharewhattheyhavelearntandgrasptheskillsofmakingaspeech.
Learningcompetence:
Learnfromdifferent
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