英语演讲选修课教案14 Persuasive 2

1 Persuasive Speech Attack on Lybia,no oil demanding※Specific purpose : : To To persuade persuade my my my audience audience audience that that that the the the aim aim aim of of of the the combined combined armies armies armies of multiplied nations of multiplied nations’s attack on Lybia is not the nation ’s oil..※Central idea: The attack on Lybia by multiplied nations can ’t be for the desire for oil,for the cost of the military actions is much too high while the feedback of the war may not be be the the ideal ideal one one one that that that had had had been been been expected,nor expected,nor it it is is rational or economically beneficial.※Main points:I. Not economic to wage war for the exchange of oil A. High expenses of the Iraq war should be alerting B. The value of the oil is unable to pay off the cost of the military fares. C.It is not economic to ask for oil in Lybia nowadays II.No reason to have a war simply for oil A. Control over the defeated country will be very tough B. B. Control Control Control over over over the the the the the the right right right to to to dig dig dig up up up oil oil oil in in in a a a defeated defeated defeated country country country is is pessimistic C. Control over the amount of exporting oil of a defeated country is hard to maintain either Good morning,Ladies and Gentleman,As the Lybia crisis has been the international focus for months and it seems to be worsening and increasingly unpredicatable in thefuture,I’d like to give my point of view on the motive of this war andthough it may be a little surprising to you all But in fact,,I do nothold the opinion that the military actions by the multiplied nationsshould be the demand for the nation’s oil and my accounts are asfollows:My first main point is that it is not economic to wage war for the exchange of oil.Firstly,the high expenses of the Iraq war should be alerting.Apartfrom some very obvious expenses of the military actions on Iraq by the U.S,there are still several inevident expenses such as the toll of soldiers,the bad affect upon the domestic economy etc.If all these factors should be taken into consideration,the Bush government had paid more than three hundred billion dollars for the war and the war on Lybia could be no less costly than the previous one.And the value of the oil is unable to pay off the cost of the military fares.Accoding to an estimation,the benefit gained by selling oil will take more than 7 years to pay off the military expenses ,on theaccount that the current price for oil may not alter in the future. Also, it is not economic to ask for oil in Lybia nowadays.The productivity of oil manufacture of Lybia is unable to catch up with Iraq back in 2003 and there has been no evidence up till now that the war in Lybia will cost the multiplied forces less compared with whatit did to the US in Iraq.Now let’s come to my second main standpoint. There is no reason to have a war with Lybia simply for its oilFirstly, the control over the defeated country will be very tough.Let’t seizeme take Iraq for an instance.After the Iraq war,America didnthe possession of the oil field.For if the US really took them awayform Iraq rudely ,it would really have been a deed of robber andjustice would not stand alongside with the US and the rebellion andprotest of the Iraqi people against the Americans would bring“benefit ”is what America is enormous damage to the US and thismost unlikely to obtain.Secondly, Control over the the right to dig up oil in a defeated country is pessimistic.If the road should be opened up for the captalists inside America on the expense of blood, lives and of course,the seemingly endless payment for military fees,the payment should be too much and totally inaccessible and unaccepted by the American government.For it will be against the simpleformula:Investment should be greater than benefit and interests and no one will be silly enough to take the risk to break it.Thirdly, Control over the amount of exporting oil of a defeated country is hard to maintain either.Neither Iraq nor Lybia,that the productivity of oil is strong enough to g enerategenerate the dependence ofthe oil-consuming countrie,most of which are the western countriesand the absence of oil importing form either of the two countries could become a fatal challenge to them.In conclusion,the war of Lybia can not be solely for the demad of its oil,more political and diplomatic benefits are involved in it and every major nation of the multiplied forces should have their own reasons to interfere the crisis of Lybia.That’s all,thank you for your listening.May 22nd,2011。

Speech Analysis: I Have a Dream – Martin Luther King Jr.Speech Video: Martin Luther King Jr. delivers “I Have a Dream”I encourage you to:1.Watch the video;2.Read the analysis in this speech critique;3.Study the speech text in the completetranscript; and4.Share your thoughts on this presentation.Speech Critique –I Have a Dream –Martin Luther King Jr.Much of the greatness of this speech is tied to its historical context, a topic which goes beyond the scope of this article. Analyze thespeech20mins主要内容教学思路时间分配Our privacy on the internet should be more protectedA good thesis for a speech could be: privacy on the Internet should be more protected by a ban on identity theft and safeguard genetic information, because everybody has the fundamental rights to have absolute control over his or her personal information.Does it introduce the contestable point and the claim you want to make?Is it not too board? Can you discuss the issue and claim in the given time limit?Does it announce what the audience should do, think or feel? Does it reveal the main speech topic?Is it simple, clear, and most and for all, direct?Is the speech thesis easy to remember and understand for them?Does it gain interest?Does it say way it is important?Does it contain a benefit?Exercise How to presentyourspeechthesis40mins20课题（章节名称）Unit5 constructing basic structure of a speech。

湖南农业大学教育实习教案教案内容：Lesson 14 Do you speak English?学院：外国语学院班级：09英语1班姓名：赵纯学号：200941327117Lesson 14 Do you speak English?Teaching Aims and demands:1.Review the usage of General Question.2.Master the usage of past perfect , and the word “except”.3.Grasp the following words and phrases: amusing, experience, village, wave, lift, reply,reach, language, journey, drive on to, wave to sb., ask for a lift, apart from, neither of , not at all, on the way, as soon as.4.Learn a kind of word—adverb “-ly”.5.Practice oral English with the topic “An amusing experience you have at shool”. Teaching Content: Text ; Exercises (from V ocabulary to Writing)Teaching Key points and difficult points:1.the usage of past perfect.2.amusing, experience, ask for a lift, apart from, on the wayTeaching Periods: 6 periodsTeaching Procedures:Period 1-2:Ⅰ. Introduction to the text by asking some questions.Questions:1.Do you remember the first English word you can speak? “Yes”“No”?2.Do you think speaking English is difficult? Why?3.Who is the first person you spoke to in English? Your teacher or your classmate?4.What did you talk about when you spoke English at the first time?5.How many years have you been learning English?6.How do you think your oral English now?7.Do you often make mistakes when you speak English? What are they?8.Have you ever talked with foreigners in English? When and where?9.Do you know how to greet when you meet foreigners?10.Can you recognize a person who is an English or French?Ⅱ.Ask students to go through the text and finish the pre-class work to get the main idea of the text. Then analyze the text the general idea .Ⅲ. Explain the text in details.1. amusing adj. causing laughter or smiles; enjoyable; funny and entertaininge.g. * an amusing story/anecdote/incident* Our visits to the theatre made the holiday more amusing.a highly amusing (=very amusing) filmmildly/vaguely amusing (=a little amusing , but not very )a mildly amusing spectacle-amusingly adv.※Amusing/amusedAmused adj.e.g. If you are amused by something, you think it is funny and you smile or laugh..amused at / byEllen seemed amused by the whole situation.I could see she was highly amused (=very amused).The man looked a little amused.He won‟t be very amused (=he will be annoyed) when he finds out what‟s happened to his garden.An amused smile / look / expressionKeep sb. amused -to entertain or interest someone for a long time so that they do not get borede.g. There were puzzles and games to keep the children amused.2. experience /ɪk'spɪərɪəns; ɪk`spɪrɪəns/ n.1). [U] (process of gaining) knowledge or skill acquired from seeing and doing things 经验; 体验e.g. *We all learn by experience.* Does she have much experience of teaching?* He hasn't had enough work experience (ie experience of work) for the job.* I know from experience that he'll arrive late.2). [C] event or activity that affects one in some way; event or activity that has given one experience 经历; 阅历; 感受; 体会*an unpleasant, a trying, an unusual, etc experience* You must try some of her home-made wine it's quite an experience! ie it's very unusual.* He had many interesting experiences while travelling in Africa.3).experience v.[Tn] have experience of (sth); feel 有（某事物）的经验; 经历; 感觉; 感受; 体验e.g. *experience pleasure, pain, difficulty, great hardships, etc 体验到愉快、痛苦、困难、苦难等* The child had never experienced kindness..* I don't think I've ever experienced real depression.4).experienced adj. having experience; having knowledge or skill as a result of experience 有经验的; 有阅历的; 有见识的; 熟练的*an experienced nurse* He's experienced in looking after children.3. village n. a very small town in the countrysidea little fishing villagevillage school / shop / churchthe villagen. the people who live in a villagee.g. The whole village came to the meeting.4. After I had left a small village in the south of France, I drove on to the next town.As soon as he had got into the car, I said good morning to him in French and he replied in the same language.I had nearly reached the town, when the young man suddenly said, very slowly, …Do you speak English?‟﹡Drive on to the next town: continually drive the car to the next townOn: continually; no stopping﹡As soon as: once; on condition that﹡Reply v. give one‟s ansers; respondReply to :He did not reply to her question right away.﹡Had left/had got into/had reached: had done→past perfect tense:usually means two actions happened in the past,one of which happened before the other.e.g. He finished work. He we n t home. (We can join these two sentences together with the word after)We can say: After he had finished work he went home.◆Note how these sentences have been joined. Pay close attention to the words in italics.a.The children ran away. They broke the window.→The children ran away after they had broken the window.b.The sun set. We returned to our hotel.→As soon as the sun had set we returned to our hotel.c.He finished lunch. He asked for a glass of water.→When he had finished lunch he asked for a glass of water.d.I did not understand the problem. He explained it.→I had not understood the problem until he explained it.5. Word formation-----affixationAdv. –ly(the suffix –ly ,from Middle English, is added to adjectives to form adverbs.)Noun adj. Adv.Suddenness sudden suddenlySlowness slow slowlyQuickness quick quicklyNotice: -ness is add to adjectives to form nouns.6. on the way: on a route to some placee.g. I met an old friend on the way to work this morning.Go right home at once, don‟t stop off anywhere on the way.I unluckily had a flat tire on the way here.7. wave to sb.: make a signal with the handse.g. She waved to her friendsJessica caught sight of Lois and waved to her.8. ask sb. for a lift: ask sb. to drive him/her for a distancee.g. I lent him his bus fare and then he had the brass neck to ask me for a lift home.9. apart from: except; except for ; besidese.g. Apart from some spelling mistakes, the composition is fairly good.I have nothing more to ask you about apart from these questions.Apart from that, all goes well.＊Except / except for / besides(Besides is used to emphasize an additional point that you are making, especially one that you consider to be important.)e.g. I wouldn't have accepted anything except a job in Europe.I don't take any drugs whatsoever, except aspirin for coldsYour composition is good except for the spelling mistakes. (=apart from)Everything is satisfactory except for the light.The house was too expensive and too big. Besides, I'd grown fond of our little rented house.Usage Note:Do not confuse besides, except, except for, and unless. You use besides to introduce extra things in addition to the ones you are mentioning already. Fruit will give you, besidesenjoyment, a source of vitamins. However, note that if you talk about 'the only thing' or 'the only person' besides a particular person or thing, besides means the same as 'apart from'. He was the only person besides Gertrude who talked to Guy. You use except to introduce the only things, situations, people, or ideas that a statement does not apply to. All of his body relaxed except his right hand... Travelling was impossible, except in the cool of the morning. You use except for before something that prevents a statement from being completely true. Theclassrooms were silent, except for the scratching of pens on paper... I had absolutely no friends except for Tom.Unless is used to introduce the only situation in which something will take place or be true. In the 1940s, unless she wore gloves a woman was not properly dressed... You must not give compliments unless you mean them.10. not at all : in no way; to be far from; not a bit ; not nearly / it doesn‟t mattere.g. The pilots respectfully represented that they were not at all tired.Such attitudes were not at all uncommon thirty years ago.It's not at all certain whether I'll come tomorrow.His illness is not at all serious.11. neither of : both don‟te.g. Neither of you believes one word that you are saying.I know neither of them.Neither of my parents is a teacher.Neither / nore.g. He does not like that doll . Neither ( nor ) do you.They are not going to learn Russian. Neither ( nor ) are we.Neither…nor / either…ore.g. Neither volleyball nor basketball is what she likes..It is neither hot nor cold in winter.You cannot have it both ways. You must either stay home or come with us.Every Sunday, they relax themselves either in the parks or in the mountains.★Which of ,either of , neither of ,both of, neither of …we use these words when we refer to two persons or things.Which of the two do you want?Either of them will do.I like neither of them.I bought both of them.12. reach: arrive at/in; get to / catch / touche.g. The book's too high -- I can't reach it.He who doesn't reach the Great Wall is not a true man.reach an agreementIt is very important to reach an agreement with this big company.13. Do you speak English? (a general question) auxiliaries+subject+verb+…Answer such questions: yes/no.e.g.. Are you a student?----Yes, I am./No, I‟m not.Can you write it down?----Yes, I can./No, I can‟t.May I ask you some questions?----Yes, please.Period 3-4Ⅳ. Do some oral practice.1.Ask students to retell the story based on the following questions by using the expressions inthe text.Questions concerned:a.Whom did the writer give a lift to in the south of France last year?b.Did they greet each other in English or in French?c.Does the writer speak any French or not?d.Did they sit in silence, or did they talk to each other?e.What did the young man say at the end of the journey?f.Was he English himself, or was he French?2.Topic: My amusing experience at primary schoolExpressions for reference:(surroundings, campus, dormitory, roommates, classmates, teachers, class, subjects,etc.)(unforgettable, amusing, surprised, vivid, various, colorful etc.)Ⅴ. WritingAsk students to write a summary about this text in not more than 55 words.Ⅵ. ConclusionAsk some students to read their summaries and evaluate the best one. Analyze the reasons why his/hers is the excellent.(talk about the skills)Period 5-6Ⅶ. Do some exercises in class and check the answers.1. These question are about the passage. Write a complete sentence in answer to each question.a. When did you drive on to the next town?b. When did you say gook morning to him in French?c. When did the young man say …Do you speak English?‟?2. Join these sentences together. Do not refer to the passage until you finish the exercise.a. I left a small village in the south of France. I drove on to the next down.b. He got into the car. I said gook morning to him in French.c. I nearly reached the town. The young man said. …Do you speak English ?‟3. Join these pairs of sentences with the words given in parentheses.a. (after) She wrote the letter. She went to the post office.b. (after) He hab dinner. He went to the cinema.c. (when) I fastened my seat belt. The plane took off.d. We did not disturb him. (until) He finished work.e. (as soon as) He left the room. I turned on the radio.f. He was very ill. (before) He died.4. Give the correct form of the verbs in parentheses.a. The moment he had said this, he (regret) it.b. It (begin) to rain before she took a taxi.c. When all the guests had left, Derek (arrive).Ⅷ. Do the exercises in the book, then ask student to check the answers. Explain the key points.A slight headache a bit too longAsk/ask for recognizeA free ride drive/drove/drivenMany/much/plenty of just asⅨ. Assignments :1. NCE Grammar Practice2 P48-522. Writing: How to speak English well?。

人教修订版高二英语Unit 14 Passive voice 教案课时计划课时课题Unit 14 Freedom fighters Passive voice 课型New教学目标1. Read the text and grasp the main idea of it2. Learn the fine qualities of Martin Luther King Jr.重点1. Provide the Ss with the opportunity to know about the water planet and the properties of water.2. Help the Ss explain some phenomena using the knowledge they learned from the reading material.难点1. Help the Ss know the importance of water to human beings and the planet.2. Improve the Ss’ ability of reading comprehension.学情分析The Ss can finish the task.教具课件1. a projector2. a computer 教法Explaining and practicing教学程序教学内容（引入、例题、练习题、检测题等）师生活动时间分配Step 1Step 2Step 3Revision1、黑人们没有受到平等地对待。

The blacks were not treated as equal citizens.2、种族通婚为法律所禁止。

Mixed-race marriages were forbidden by law.3、黑人们不被允许进入旅馆。

Unit 14 Lesson 2 InterviewsTeaching aims1.words and phrases：2.vocabulary: phrasal verbs3.listening:to practise listening and taking notes4.speaking: to practise asking polite questionsTeaching timeTwo periods(两课时连堂)Teaching processStep 1 RevisionReview the new words of last lessonStep 2 V ocabulary: Phrasal Verbs1.Exercise 1 Look at the advice for job interviews. Use a dictionary to check the meaning of the phrasal verbs.a)asking students to read the advice first and figure out the meaning of the phrasal verbs.b)look at the items already in the “DO/DON’T〞box. Students work in pairs putting the sentences into the correct boxes. Then check their answers.2.exercise 2 plete Mandy’s account of an interview with verbs from Exercise 1.a) Ask 11 students to do on the blackboard and then check their answers.b)as a class, students discuss whether they think Mandy got the job, and if not, why not. What should she have done differently?Listen to learn3.exercise 3 listen to the interview for holiday job and plete the chart.Play the cassette twice or more and students plete the chart in pairs and then check their answers4.exercise 4. play the tape again for students to take down the questions the interviewer has asked. Check answers as a class.5.exercise 5.students discuss whether they think Oliver got the job and give their reasons.6.exercise 6. read through the words with the class first. Ask students to plete the Function File. Then check their answers.step 3 Speaking1.exercise 7 divide the class into pairs and have one student in each pair play the role of the interviewer and the other student take the role of the interviewee. students work individually reading their role cards and preparing for the interview.2.exercise 8 student look at the expressions in the Function File and then work in pairs acting out the interview.3.exercise 9 some of the pairs act out their interviews in the class for the class to decide whether the interviewees got the job.step 4 Pronunciation1.exercise 10 listen to people asking the interviewer to repeat or explain something. Which of them are polite and which are not?Students listen to the cassette and decide if the speaker is polite or not.2.exercise 11 students listen and repeat the polite questions.step 5 Listening1.listening strategies: note-taking2.exercise 12 listen to the tape and take notes about salaries in the four European countries.3.exercise 13 in pairs, use your notes to tell each other the information you found out. step 5 HomeworkExercise 3 in page 68。

（完整版）《英语演讲》教案教案（进度、⼤纲、讲义、课件）授课⼈：Tel：E-mail:进度请任课教师第⼀堂课向学⽣详细解说课程⼤纲和学习规则，包括课程的结构、主要与次要的内容、教学⽬标、进度安排、教与学的⽅法、作业要求、答疑时间与联系⽅式、成绩考核依据、旷课处理、相关材料及阅读技巧、必要的阅读书⽬、实践及练习时间等。

进度安排《英语演讲》⼤纲《英语演讲》教学⼤纲前⾔(⼀) 本门课程的性质和教学⽬的(⼆) 本门课程的教学要求(三) 推荐使⽤的教材和课外阅读书⽬1. 推荐使⽤的教材2. 课外阅读书⽬(四) 本门课程教学的课时分配本门课程的教学计划课时为36课时(2学分), 建议教学课时按以下⽅案分配:课程教学内容与要求Unit One Course Overview; Basic Principles of Speech Communication教学⽬的和要求内容讲解Unit Two Analyzing the Audience教学⽬的和要求本单元讲授演讲前的准备⼯作之⼀：了解听众，根据听众的特征，调整演讲内容。

通过教师的讲授与⽰范，调动学⽣的积极性，参与演讲实践。

内容讲解《英语演讲》讲义IntroductionWhat is public speaking?Public speaking, as its name implies, is a way of making your ideas public – of sharing them with other people and of influencing other people.A Brief Introduction to public speakingI. How to Prepare a SpeechStating Your Objectives：◇inform◇train◇persuade◇sellAnalyzing Your AudienceWhat to learn about the audience?Their opinions and levels of prior knowledge of your subject ; their likely bias, both personal and professional how do you learn it?Ask the person who has invited you to speak. Find out what the occasion is and if there is a program theme. Choosing a Speech Topic and the Speech ThemeSix Criteria1. The topic should be interesting to you.2. It should be interesting to your audience or at least be capable of beingmade interesting to them.3. It should be appropriate to the situation.4. It should be appropriate to the time available.5. It should be manageable.6. It should be worthwhile. Don't waste yo ur audience’s time.Gathering and Selecting Appropriate Materialsconvincing materialsseven major types of materials: descriptions and explanations, statistics,examples, testimony, comparison and contrast, repetition and restatement, and visuals. guidelines Outlining Your Speechguidelines:1. Write and label your specific purpose at the top of your outline.2. Indicate main ideas, points, sub-points, and supporting materialsproperly.3. Use at least two subdivisions, if any, for each point.Using subdivisions helps you give attention to all the points you want to say.4. Label the introduction, main body and conclusion.II. How to Write a Great SpeechOrganizing the Body of the SpeechA.The IntroductionA. It should introduce the topic. providing background information, definitionsexplanations, etc.B. Generally it should contain the thesis statement.C. It should be interesting enough to make the listener want to continue listening.Anecdotes, shocking statistics, quotes, and rhetorical questionsD. It should indicate how your topic will be developed.E. tell your listeners WHY they should listen to you; such as how they will benefit.F. include the method of organization that you will follow. This helps the listenerprepare for what you are going to say and help them organize the information.An effective introductionCreates a favorable first impression with the audienceBoosts a speaker’s self-confidenceGaining attentionrelate the topic to the audienceState the importance of the topicStartle the audienceArouse the curiosity of the audienceQuestion the audienceBegin with quotationTell a storyUsing visual aids…Reveal the topicClearly states the speech topicEstablish the credibility and goodwill of the speakerPreview the bodyTells audience what to listen for in the restProvide a smooth lead-inPresent special informationB.Main Bodya. Each main point discusses one aspect of the thesis.b. The main points should be linked with clear transitions so as to give the body coherence and unity.C. ConclusionA conclusion can restate the thesis.A conclusion can restate the main points.A conclusion can call for some sort of action (particularly in a persuasive piece)A conclusion can highlight areas for further research.A conclusion can suggest results or consequences.A conclusion can remind the audience of the importance of the information presented.The speaker can thank the audience for their attention.A conclusion should NEVER bring up a new topic.A speaker should NEVER apologize for their information. The last thing you want to happen is for the audience to question your credibility.2 functions of conclusionSignal the end of the speechReinforce the audience’s understanding of the speechUsing Speech LanguageA. Using Language AccuratelyB. Use Language ClearlyC. Use language VividlyIII. How to Deliver a Great SpeechPhysical Delivery1. postureA public speaker should look comfortable, confident and prepared to speak. Inposture, the two extremes to avoid are rigidity and sloppiness.2. facial expressionsYour facial expression must match what you are saying.3. movementa. Never turn your back on the audience while you are speaking.b. If you move about on the stage, make your movements purposeful.c. Be aware of all potential obstacles on the stage.4. gestures5. Eye contactLet your gaze move over each member of the audiencedon’t choose one person and look fixedly at him or her.avoid the temptation to look over the heads of your audience or to hold your notes in front of your face.6. AppearanceThe way you dress and present yourselfDress appropriately to the audienceVocal DeliveryV ocal delivery refers to the use of your voice to convey your message.1. rateRate is the speednot too slowly or too quickly. Varying your rate can be critical.2. pausetemporary stopspause before and after a major point. You can use pauses to illustrate that you are changing from one point to another. Youcan use pauses for emphasis3. volumeV olume refers to how loud one speaksSpeak too soft Speak too loudchanging the volume at certain points emphasize important ideas.Raising your voice lowering your voice4. pitchPitch refers to the high or low quality of your voice.V olume is measured in terms of loudness.The pitch of your voice in public speaking refers to the “excitement” or “enthusiasm” level in your voice.pitch can be raised and lowered for emphasis.vary your pitch.5. Pronunciation6. articulation : not slur, speak clearlyIV. How to Analyze and Evaluate Speechthree “M”s: matter, manner and method.Speaking to PersuadeI. Persuasion: a Psychological processA. Persuasion is the most complex and the most challenging.(controversial topics, involving values and beliefs; listeners’ own ideas)B. Listeners: mental give-and-take(listeners: assessment on speakers)II. The Target AudienceThe part of the whole audience a speaker most wants to reach with his message. Agree and disagree audience Adapt the speech to the values and concerns of the TADo not exclude other listenersIII. Monroe’s Motivated SequenceMonroe's motivated sequence is a technique for organizing persuasive speeches that inspire people to take action. Alan H. Monroe (Purdue University) 1930swhat creates makes a motivational speech actually motivating.a 5-step method for organizing motivational speeches.1.AttentionGet the attention of your audience using a detailed story, shocking example, dramatic statistic, quotations, etc.E.g. Hey! Listen to me, I have a PROBLEM!2.NeedShow that the problem about which you are speaking exists, that it is significant, and that it won't go away by itself. Use statistics, examples, etc.Convince your audience that there is a need for action to be taken.E.g. Let me EXPLAIN the problem.3.Satisfy.You present your plan and show how it will work. Be sure to offer enough details about the plan.E.g. But, I have a SOLUTION!4.VisualizationTell the audience what will happen if the solution is implemented or does not take place. Be visual and detailed.E.g. If we IMPLEMENT my solution, this is what will happen.5.Action.Tell the audience what action they can take personally to solve the problem.Say exactly what you want the audience to do and how to do it.E.g. You can help me in this specific way. Are YOU willing to help me?Advantage of MMSIt emphasizes what the audience can do. Monroe's motivated sequence emphasizes the action the audience can take. Sample Speech：The Ultimate GiftIV. Persuasive Speeches on Questions of FactA. seek to persuade audience to accept the speaker’s view of the facts on a particular issue.E.g. Will the economy be better or worse next year?B. different from an informative speechIS: give information as impartially as possible ≠ argue for a point of viewPS: persuade the audience to accept the speaker’s view about the informatione.g. In a trial lawyer jury guilt / innocent defendantV. Persuasive Speeches on Questions of ValueA. Judgments based on a person’s beliefs about what’s right or wrongB. 2 steps:1. define the standards for value judgments2. judge the subject of the speech against the standards.VI. Persuasive Speeches on Questions of PolicyA. deal with specific courses of action: involve questions of fact and value; go beyond thatB. 2 types:1. gain passive agreement that a policy is desirable, necessary & practical2. motivate the audience to take immediate actionC. 3 basic issues – need, plan & practicality1. need: (no) need for a change2. a specific plan: solve the need3. practicality: Plan: workable, solve the need without creating newproblemsVII. Methods of PersuasionA.Building credibility– 1. Credibility affected by: competence & charactercompetence: speaker’s intelligence, expertise & knowledge of the subjectcharacter: speaker’s sincerity, trustworthiness– 2. 3 types of credibility: initial credibility; derived credibility;terminal ~– 3. 3 strategies to ↑credibility:a. explaining their competenceb. establishing common ground with the audiencec. delivering speeches fluently, expressively and with conviction/doc/2d066e28ba4ae45c3b3567ec102de2bd9605de08.html ing Evidence– 1. examples, statistics, testimony– 2. 4 tips to use evidence effectively: use specific evidence; novel ~; use ~ from credible sources; make clear the point of the ~C.Reasoning–Reasoning: the process of drawing a conclusion based on evidence–use reasoning from specific instances–use reasoning from principle–use analogical reasoning, ×casual reasoningD.Emotions Appeals– 1. Emotions Appeals (motivational appeals): make listeners feel sad, happy, angry, fearful, etc.– 2. 3 ways: with emotionally charged language; with vivid examples;speak with sincerity and convictionPresentation on Special occasionsPresentation in Welcome Ceremonies, Conferences, or Parties Presentation in FarewellAward presentationAcceptance Presentation。

高二英语Unit 14 Lesson 2 Interviews教案高二英语Unit 14 Lessn 2 Intervies教案(北师大模块)教材分析本是第14单元的第2。

本是第四单元第二，是一节听力技能（Sills-fus）。

本的话题是Intervies（面试），与第一有一定的联系。

工作面试是中学生比较生疏的话题，因此通过上节一的问卷调查，学生已找到适合的工作导入话题，激活学生兴趣，同时引导学生深入话题。

工作面试是他们将要面临的重要的事情，因此学生会非常的认真及感兴趣。

本是听力技能，教师要指导学生：1）能听懂工作面试的功能用语，并学习运用。

2）能运用taing ntes 的听力策略，从听力材料中提取中心思想，使用信息网络图、关键词和缩略语写出重要信息，同时，要引导学生关注工作面试的功能用语，模拟面试对话，能够用aing shrt speehes 的口语策略，用恰当的手势和联系副词清楚地表达观点，发展学生的语言交际能力。

本共有两段听力材料，计划按两时进行。

第一时听第一段材料，了解工作面试的功能用语，学习一些和工作面试有关的词组，并猜测词汇，预测在工作面试中应该做和不应该做的事情。

在听力过程中关注功能用语，学会使用功能用进行工作面试，并能根据所提取的信息进行再加工和自主表达。

第二时听第二段材料，运用听力策略，学会提取中心思想，使用信息网络图、关键词和缩略语写出重要信息，并关注工作面试的礼貌语气。

本词汇学习的任务重，建议把练习1和2留做预习作业。

理解大意后，在堂中要引导学生关注面试的功能句和具体信息。

教学内容话题：Intervies听力技能：1）面试功能句；2）抓关键词，理解细节；3）提取中心思想词汇：重点词汇：ral, appintent, instant, basis, nurser,相关词汇：llar, hildhd, tperiter, battle, rn, frst, attle, isd, idi, grain, lip, ud 词语搭配：ae up, ae ut, g int, spea up, sit up第一时First Perid教学目标在本学习结束时，学生能够：1 在语境中猜测新词（如：nurser，appintent，instant，battle，ral）；2 在听力过程中学会如何速记；3 模拟正式面试；教学过程注：IP=Interative Pattern; T=Teaher; Ss=Students; =lass r; I=Individual r;P= Pair r; G=Grup r教学活动Ativities设计意图Intentins互动模式≈时间IP ≈ tieLead-inStep 1 Deal ith phrasal verbs1）r individuall t n the eaning f se underlined phrasal verbs fr the ntext2) r in pairs t ae a list f things t d and nt t d处理新词组，为下一步的学习做好铺垫。

persuasive speech演讲稿演讲是一种非常有用的交流方式，可以帮助我们传达信息、鼓舞人心、促进变革和解决问题。

在演讲过程中，我们需要运用一些技巧来使我们的演讲更具说服力，能够更好地打动听众的心灵。

下面，我将分享一些关于如何写一篇有效的演讲稿以及如何进行说服性演讲的技巧。

一、写一篇有效的演讲稿1. 了解你的受众在写演讲稿之前，你需要了解你的受众。

了解听众的兴趣、需求和期待可以帮助你确定演讲内容和形式。

你可以通过问卷调查、分析数据或与听众进行交流来获得这些信息。

2. 选取一个主题你需要选取一个具有争议性和吸引力的主题。

这可以帮助你更好地吸引听众的注意力，让他们对你的演讲产生兴趣，并引起他们的思考。

选取主题时，要确保它与听众的兴趣、需求和期待相符，并且符合演讲的主题和目的。

3. 撰写演讲稿在撰写演讲稿时，要注意以下几点：- 确定一个明确的结构，用引言引入主题，主体提供支持，结论进行总结和呼吁。

- 使用简洁、清晰、生动的语言，让听众容易理解和记住你的内容。

- 应该避免各种专业术语和多个细节，因为这些容易破坏听众的注意力。

- 在演讲稿中添加趣味，这能让你的演讲更加生动有趣，也便于说服听众。

二、说服性演讲技巧因为演讲的主要目的是为了说服听众，所以在演讲中要使用一些特定的技巧来使你的观点更加有说服力。

以下是几个重要的技巧：1. 确定你的立场和原因在你开始说服你的听众之前，你需要确立你的观点和原因。

这点非常重要，因为这是你的演讲整体结构的基础。

你所有的想法、论据和证据都应该围绕这个核心展开。

2. 使用情感情感在一个说服性演讲中起着非常重要的角色。

如果你能够引发听众的情感共鸣，那么他们将更有可能接受你的观点。

这种情感可以是同情、愤怒、尊重等等。

当你想要让听众感到同情时，你可以提供一些真实故事来支持你的观点。

当你想要让听众感到愤怒时，你可以指出某种行为是错误的或有害的。

当你想要让听众感到尊重时，你可以提供一些专家或权威人士的见解和证明。

Persuasive speech ISpeaking to persuadePersuasion is the process of creating, reinforcing, or changing people’s beliefs or actions. When you speak to persuade, you act as an advocate. Your job is to sell a program, to defend an idea, or to inspire people to action. The ability to speak persuasively will benefit you in every part of your life, from personal relations to community activities to career aspirations.I. The psychology of persuasionAs with other kinds of public speaking, you will be most effective in persuasion if you approach it systematically. The first step is that you should understand that persuasion is a psychological process. It happens in a situation where two or more different points of view exist. For instance, the speaker supports death penalty, but many listeners do not. The speaker considers doctor-assisted suicide immoral, but some in the audience think it is justified in certain circumstances, The speaker wants everyone in the audience to sign up immediately to learn yoga, but most listeners want to do it "someday." The different points of view may be completely opposed, or they may simply be different in degree. Whichever the case, there must be a disagreement, or else there would be no need for persuasion.II. The challenge of Persuasive SpeakingOf all the kinds of public speaking, persuasion is the most complex and the most challenging. Your objective is more ambitious than in speaking to inform, and audience analysis and adaptation become much more demanding. In some persuasive speeches you will deal with controversial topics that touch on your listeners' most basic attitudes, values, and beliefs, This will increase your listeners' resistance to persuasion and made your task much more difficult. What seems perfectly logical to some listeners may seem wildly irrational to others. No matter how expert you are on the topic, no matter how skillfully you prepare the speech, no matter how captivating your delivery-some listeners will not agree with you.This does not mean persuasion is impossible. It means you should have a realistic sense of what you can do. You can't expect a heavy smoker to quit smoking or a steak lover to turn vegetarian as a result of one speech.In every persuasive speech, you will face some listeners who are strongly in favor of your position, some who are strongly opposed; some who are neutral. If listeners are neutral or only moderately oppose your viewpoint, you can realistically hope your speech will move at least some of them toward your side. If listeners are strongly opposed to your viewpoint, you can consider your speech a success if it makes a few of them to examine their views again.How successful you are in any particular persuasive speech will depend on how well you tailor your message to the values, attitudes, and beliefs of your audience. Persuasion is a strategic activity. Just as a businesswoman plots a strategy to gain a big sale or a military commander plots a strategy to be victorious in battle, so a persuasive speaker must have a strategy to win the audience to her or his side.In order to hit your target, some methods must be used. Next, we will focus on the three majorkinds of persuasive speeches and how to organize them most effectively. We will first look at speeches on questions of fact, then at speeches on questions of value, and finally at speeches on questions of policy.III. Persuasive speeches on questions of factWhat are questions of fact? ---A question about the truth or falsity of an assertion.Some questions of fact can be answered directly, for example: ―When Qianjiacun was removed?‖―Who was the first American President?‖Many questions of fact cannot be answered absolutely. There is a true answer, but we do not know enough information to know what it is. Some questions like this involve prediction: will the economy be better or worse next year? Will another earthquake strike California before the year 2010?Other questions deal with issues on which the facts are murky or inclusive. What will happen next in the Middle East? Is sexual orientation genetically determined? Did Shakespeare really write the plays attributed to him? No one knows the final answers to these questions, but that doesn’t stop people from thinking about them or from trying to convince other people that they have the best possible answers.This kind of speeches is usually organized topically. Suppose you are trying to persuade your audience that genetically engineered crops pose serious dangers to the environment and to human health. Your specific purpose, central idea, and main points might be:Specific purpose: To persuade my audience that genetically engineered crops pose serious dangers to the environment and to human healthCentral idea: Genetically engineered crops have the potential to create major environmental and health hazards.Main points:I.. Genetically engineered crops will create environmental havoc by harming beneficial insects while creating superbugs and superweeds that will be very difficult to control.II. Genetically engineered crops will create health problems by introducing harmful toxins and allergens into foods without the knowledge of consumers.IV. Persuasive speeches on questions of valueWhat are questions of value? ---A question about the worth, rightness, morality, and so forth of an idea or action.What is the best movie of all time？Is the cloning of human beings morally justifiable? What are the ethical responsibilities of journalists? Such questions not only involve matters of fact, but they also demand value judgments---judgments based on a person’s beliefs about what is right or wrong, good or bad, moral or immoral, proper or improper, fair or unfair.Take the issue of cloning. It can be discussed at a purely factual level by asking, ―What are the scientific methods of cloning?‖or ―What are the differences between cloning and genetic engineering?‖ These are questions of fact. It has nothing to do with the morality of cloning.But suppose you ask, ―Is it morally justifiable to clone human being?‖or ―Is it ethically acceptable to clone human cells in an effort to cure diseases such as AIDS and cancer?‖ Now you are dealing with questions of value. How you answer will depend not only on your factual knowledge about cloning, but also on your moral values.Persuasive speeches on questions of value are mostly organized topically. The most common approach is to devote your first main point to establishing the standards for your value judgment and your second main point to applying those standards to the subject of your speech. Specific purpose: To persuade my audience that bicycle riding is the ideal form of land transportation.Central idea: bicycle riding is the ideal form of land transportation because it is faster than walking or running, does not exploit animals or people, is nonpolluting, and promotes the health of the rider.Main points:I. An ideal form of land transportation .should meet four major standardsA.It should be faster than walking or running.B.It should not exploit animals or people.C.It should be nonpolluting.D.It should be beneficial for the person who uses it.II. Bicycle riding meets all these standards for an ideal form of land transportation.A. Bicycle riding is faster than walking or running.B. Bicycle riding does not exploit the labor of animals or of other people.C. Bicycle riding is not a source of air, land, water, or noise pollution.D. Bicycle riding is extremely beneficial for the health of the rider.Keep this in mind that, when you speak on a question of value, you do not always have to devote your first main point to establishing the standards. But you must provide some standards that can be identified. Let’s see one example; the speaker devotes her first point to judging capital punishment against moral standards and her second main point to judging it against legal standards:Specific purpose: To persuade my audience that capital punishment is morally and legally wrong.Central idea: Capital punishment violates both the Bible and the U.S. Constitution.Main points:I. Capital punishment violates the biblical commandment ―Thou shalt not kill.‖II. Capital punishment violates the constitutional ban on ―cruel and unusual punishment.‖As we can see from the above examples, speeches on questions of value may have strong implications for our action. A person who is persuaded that Capital punishment is morally and legally wrong is more likely to support legislation abolishing the death penalty. But speeches on questions of value do not urge listeners to do anything. Once your purpose of speech is to argue that something should or should not be done, you move from a question of value to a question of policy.V. Persuasive speeches on questions of policy1. What are questions of policy? ---A question about whether a specific course of action should or should not be taken.Questions of policy arise daily in almost everything we do. At homes we debate what to do during spring vacation, whether to buy a bigger TV, which movie to see on the weekend. At work we discuss whether to go on strike, what strategy to use in selling a product, how to improvecommunication between management and employees. As citizens we ponder what to do about airport security, how to maintain economic growth and protect the environment.All theses are Questions of policy because they deal with specific courses of action. Questions of policy inevitably involve questions of fact. (How can we decide whether to vote for a candidate unless we know the facts of his or her stand on the issue?) They may also involve questions of value. (The policy you favor on abortion will be affected by whether you think abortion is moral or immoral.) But questions of policy always go beyond questions of fact or questions of value to decide whether something should or should not be done.Questions of policy usually include the word ―should‖, as in these examples:What measures should be taken to protect the United States against terrorist attacks?Should same-sex marriages be legalized?What steps should be taken to ensure that all the people in China receive adequate health care?2. Organizing speeches on Questions of policyFour basic patterns are especially useful for policy speeches. They are:A. Problem-solution order:A method of organizing persuasive speeches in which the first main point deals with the existence of the problem and the second main point presents a solution to the problem.B. Problem-cause-solution orderA method of organizing persuasive speeches in which the first main point identifies a problem, analyzes the cause of the problem, and the third main point presents a solution to the problem. C. Comparative Advantage orderA method of organizing persuasive speeches in which each point explains why a speaker’s solution to a problem is preferable to other proposed solutions.Specific purpose: To persuade my audience that the U.S. space program should put greater priority on unstaffed scientific missions that gather information about the planets and the solar system.Central idea:unstaffed scientific missions are less costly and more beneficial than staffed space flight.Main points:I. unstaffed scientific missions are less costly than staffed space flight.II. unstaffed scientific missions provide more practical benefits than staffed space flight.D. Monroe’s motivated sequenceA method of organizing persuasive speeches that seek immediate action. The five steps of the motivated sequence are attention, need, satisfaction, visualization, and action. I t was developed in the 1930s by Alan Monroe, a professor of speech at Purdue University. The sequence has five steps that follow the psychology of persuasion:1. Attention. First you gain the attention of your audience. You do this in the introduction by using one or more the methods described before: relating to the audience, showing the importance of the topic, making a startling statement, arousing curiosity or suspense, posing a question, telling a dramatic story, or using visual aids.2. Need. Having captured the interest of your audience, you next make them feel a need for change. You show there is a serious problem with the existing situation. It is important to state the need clearly and to illustrate it with strong supporting materials---statistics, examples, andtestimony—that relate directly to the audience’s values or vital interests. By the end of this step they are psychologically primed to hear your solution.3. Satisfaction. Having aroused a sense of need, you satisfy it by providing a solution to the problem. You present your plan and show how it will work. Be sure to offer enough details about the plan to give listeners a clear understanding of it.4. Visualization. Having given your plan, you intensify desire for it by visualizing its benefits. They key to this step is using vivid imagery to show your listeners how they will profit from your policy. Make them see how much better conditions will be once your plan is adopted.5. Action. Once the audience is convinced your policy is beneficial, you are ready to call for action. Say exactly what you want the audience to do---and how to do it. Then conclude with a final stirring appeal that reinforces their commitment to act. A lot of commercial follow this guide, next you watch TV, keep an eye for it.Specific purpose: To persuade my audience to help children worldwide by contributing to Compassion InternationalCentral idea:Contributing to an organization such as Compassion International can help break the cycle of poverty that affects millions of children.IntroductionAttention: I. For every morning that you wake up an eat breakfast, millions of children begin their daily struggle with chronic hunger and poverty.II. By sponsoring a child for two years through an organization called Compassion International,I have seen the difference it can make in a child’s life.III. Today, I would like to encourage all of you to become involved with Compassion International BodyNeed. lions of children in developing countries suffer from poverty, hunger, and lack of education.A. Poverty destroys the quality of life for children in developing countries from Asia to SouthAmerica.B. Hunger takes the lives of almost 20,000 children under the age of five ach year.C. Lack of education helps perpetuate the vicious cycle of hunger and poverty. Satisfaction: II. Groups such as Compassion International can help break this cycle.A.Founded in 1952, Compassion International provides food, clothing, education, shelter,and health care for children in 22 countries across the globe.B.You can sponsor a child for just $28 a month.C.For two years I have been sponsoring a little boy in Ecuador named Jose Francisco. Visualization: III. Compassion International has an impressive record as a truly effective charity.A.According to the Better Business Bureau, 78 percent of donated funds go directly to thechildren.B.Internal and external audits ensure that all funds are properly received, tracked, and managedfor each child.C.Smart Money magazine ranks Compassion International as one of the top 10 charities in theUnited States.ConclusionAction: I. So I encourage each of you to sponsor a child through Compassion International.II. As Compassion International states, ―while we cannot individually change the world, we can change the world for one child.‖Try using the motivated sequence when you seek immediate action from your listeners. Over the years it has been worked for countless speakers---and it can work for you as well.SummaryYou should think of your speech as a kind mental dialogue with your audience.Persuasive speeches may center on questions of fact, questions of value, questions of policy. Some of the questions of fact can be answered absolutely, others cannot---either because of the facts are murky or because there is not enough information available to us. When giving a persuasive speech about a question of fact, your role is akin to that of a lawyer in a courtroom trial. You will try to get your listeners to accept your view of the facts.Questions of value go beyond the facts to involve a person’s beliefs about what is right or wrong, good or bad, moral or immoral. When speaking about a question of value, you must justify your opinion by establishing standards for your value judgment. Although questions of value often have strong implications for our actions, speeches on questions of value do not argue directly for or against particular courses of action.Once you go beyond arguing right or wrong to urging that something should or should not be done. You move to a question of policy. When you speak on a question of policy, you goal may be to evoke agreement or immediate action.There are several options for organizing speeches on questions of policy. If you advocate a change in policy, you main points will often fall naturally into problem-solution order or into problem-cause-solution order. If your audience already agrees that a problem exists, you may be able to use comparative advantages order. When you seek immediate action from listeners, you should consider a more specialized organizational pattern known as Monroe’s motivated sequence, whose five steps are based on the psychology of persuasion.Methods of persuasionWhat makes a speaker persuasive? Why do listeners accept one speaker’s views and reject those of another speaker? How can a speaker motivate listeners to act? People have been trying to answer questions for thousands of years—from the Ancient Greek philosopher Aristotle to modern –day communication researchers.Listeners will be persuaded by a speaker from one or more of four reasons:Because they perceive the speaker as having high credibility.Because they are won over by the speaker’s evidence.Because they are convinced by the speaker’s reasoning.Because their emotions are touched by the speaker’s ideas or languagesI. Building credibilityFactors of credibility: A speaker’s credibility is affected by two factorsCompetence---how an audience regards a speaker’s intelligence, expertise, and knowledge of the subject.Character---how an audience regards a speaker’s sincerity, trustworthiness, and concern for the well-being of the audience.The more favorably listeners view a speaker’s competence and character, the more likely theyare to accept what the speaker says.It is important to remember that credibility is an attitude. It exists not in the speaker, but in the credibility mind of the audience. A speaker may have high credibility for one audience and low credibility for another. A speaker may also have high credibility on one topic, and low credibility on another.Enhancing your credibility1. Explain your competenceOne way to enhance your credibility is to advertise your expertise on the speech topic. If you investigated the topic thoroughly, say so. If you have experience that gives you special knowledge or insight, say so.The example stressed the speaker’s study and research:I never knew much about UFOs until I did a research on them in my high school science class. Since then, I have read quite a bit about them, including the latest reports of the highly respected Center for UFO Studies in Evanston, Illinois. As a result, I have decided that the evidence strongly suggests that Earth has been---and continue to be---visited by spaceships from other planets.2. Establishing common ground with your audienceCreating common ground---a technique in which a speaker connects himself or herself with the values, attitudes, or experiences of the audience.You do not persuade listeners by assaulting their values and rejecting their viewpoints. It makes the audience resist your ideas. Instead, You should show respect for your listeners, you identify your ideas with those of your audience.Creating common ground is especially important at the start of a persuasive speech. Begin by identifying with your listeners. Show that you share their values, attitudes, and the experiences. Getting them nodding their heads in agreement and they will be much more receptive to your proposal.Here is how a businesswoman from Massachusetts, hoping to sell her product to an audience of proper in Colorado, began her persuasive speech:I have never been in Colorado before, but I really looked forward to making this trip. A lot of my ancestors left Massachusetts and came to Colorado nearly 150 years ago. Sometimes I have wondered why they did it. They came in covered wagons, carrying all their possessions, and many of them died on the journey. The ones who got through raised their houses and raised their families. Now that I have seen Colorado, I understand why they tried so hard!The audience laughed and applauded, and the speaker was off to a good start.3. Deliver your speeches fluently, expressively, and with convictionA lot of research show that a speaker’s credibility is strongly affected by his or her delivery. Moderately fast speakers are usually seen as intelligent and confident than slower speakers. So are speakers who use vocal variety to communicate their ideas in a lively way.II. Using evidenceEvidence consists of supporting material---examples, statistics, testimony—used to prove or disapprove something. If you hope to be persuasive, you must support your views with evidence. Whenever you say something that is open to question, you should give evidence to prove you are right.Tips for using evidenceAny of the supporting materials discussed in Chapter 9-- examples, statistics, and testimony---can work as evidence in a persuasive speech. And in Chapter 9, many guidelines were given. Here we need to look at four special tips for using evidence in a persuasive speech.1. Use specific evidence. No matter what kind of evidence you employ, it will be more persuasive if you state it in specific rather than general terms. In the speech about noise pollution, for instance, the speaker did not say, ―Lots of people suffer from hearing loss.‖That would have left the audience wondering how many ―lots‖ amounts to. By saying ―28 million Americans suffer from serious hearing loss,‖ the speaker made her point much more effectively. She also enhanced her credibility by showing she had a firm grasp of the facts.2. Use novel evidence. Evidence is likely to be persuasive if it is new to the audience. Do not use facts and figures that are already well-known to your listeners.3. Use evidence from credible sources. Research shows that listeners find evidence from competent, credible sources more persuasive than evidence from less qualified sources. If you wish to be persuasive, you should rely on evidence from objective, nonpartisan sources.4. Make clear the point of your evidence. When speaking to persuade, you use evidence to prove a point, so when using evidence, be sure listeners understand the point you are trying to make.III. ReasoningReasoning---the process of drawing a conclusion on the basis of evidence.As a public speaker you have two major concerns with respect to reasoning. First, you must make sure your own reasoning is sound. Second, you must try to get listeners to agree with your reasoning. Let’s look at four basic methods of reasoning and how to use them in speeches.1. Reasoning from specific instances--- reasoning that moves from particular facts to a general conclusion. For example:Fact1: My physical education course last term was easy.Fact 2: My roommate’s education course was easy.Fact 3: My brother’s education course was easy.Conclusion: Physical education courses are easy.We reason from specific daily though we probably don’t realize it: for instance: Politicians are corrupt, professors are bookish. School food is awful.When you reason from specific instances, you should follow a few basic guidelines:A. Avoid generalizing too hastily, make sure your sample of specific instances is large enough to justify your conclusion.B.Be careful with your wording. If your evidence does not justify a conclusion, qualify yourargument.C.Reinforce your argument with statistics and testimony2. Reasoning from principle---reasoning that moves from a general principle to a specific conclusion. For instance:1.All people are mortal.2.Socrates is a person.3.Therefore, Socrates is mortal.Another example:1.The United States Constitution guarantees all U.S. citizens the right to vote.2.Women are U.S. citizens.3.Therefore, the United States Constitution guarantees women the right to vote.3. Causal reasoning---reasoning that seeks to establish the relationship between causes and effects.There is a patch of ice on the sidewalk. You slip, fall, and break your arm. You reason as follows: ―Because that patch of ice was there, I fell and broke my arm.‖ or―If the patch of ice hadn’t been there, I wouldn’t have fallen and broken my arm.‖4. Analogical reasoning---reasoning in which a speaker compares two similar cases and infers that what is true for the first case is also true for the second.If you are good at racquetball, you’ll be great at Ping-Pang.In Great Britain the general election campaign fro Prime Minister lasts less than three weeks. Surely we can do the same with the U.S presidential election.Both statements are reasoning from analogy. By comparing two similar cases, they infer that what is true for one must be true for the other.The most important thing in analogical reasoning is whether the two cases being compared are essentially alike. If they are essentially alike, the analogy is valid, if not, the analogy is invalid.Here is how one student used reasoning from analogy to support her claim that controlling handguns will reduce violent crime in the United States.Will my policy work? The experience of foreign countries suggests it will. In England, guns are strictly regulated; even the police are unarmed, and the murder rate is trivial by American standards. In Japan, the ownership of weapons is severely restricted, and handguns are completely prohibited. Japan is an almost gun-free country, and its crime rate is even lower than England’s. On the basis of theses comparisons, we can conclude that restricting the ownership of guns will control the crime and murder rates in America.IV. Appealing to emotionsEffective persuasion often requires emotional appeal. And then what are emotional appeals?---emotional appeals are intended to make listeners feel sad, angry, guilty, afraid, happy, proud, sympathetic, reverent, or the like. Theses are often appropriate reactions when the question is one of value or policy.Below is a list of some of the emotions evoked most often by public speakers. Following each emotion are a few examples of subjects that might stir that emotion:Fear---of serious illness, of natural disasters, of sexual assault, of personal rejection, of economic hardship.Compassio n---for the physically disabled, for battered women, for neglected animals, for the unemployed, for starving children, for victims of AIDS.Pride---in one’s country, in one’s family, in one’s school, in one’s ethnic heritage, in one’s personal accomplishments.Anger--- at terrorists and their supporters, at business leaders who act unethically, at members of Congress who abuse the public trust, at landlords who exploit student tenants, at vandals and thieves.Guilt—about not helping people less fortunate than ourselves, about not considering the rights of others, about not doing one’s best.Reverence---for an admired person, for traditions and institutions, for one’s deity.。

Teaching plan of Unit 14 Lesson 2 InterviewsTeaching aims:1 To make the students have a general idea about the dos and don’ts in an interview.2 To practice listening and taking notes.3 To develop students’ communicative strategies.教学重点：1 To figure out the dos and don’ts in an interview.2 To practice using the language of job interview.Teaching difficulties:1 To role-play an interview for a job.Teaching aids: Multi-mediaTeaching steps:Step1. Lead – in1、To show the students a video clip about the job market and ask them: is it difficult to find a job?To get a job, we should…A.Prepare a resumeB.P repare for an interviewCan you give some advice on a job interview?Step 2. Reading and doing exercises1、Look at the advice for job interviews. Use a dictionary to check themeaning of the phrasal verbs.1)Put on casual clothes for the interview.2)Go out for a walk before the interview to relax.3)Think about the job and write down your strengths andweaknesses.4)Find out information about the company.5)Turn up at the interview a couple of minutes early.6)Take down notes during the interview.7)Sit down or get up when they ask you to.8)Make up information about yourself.9)Make out you understand something when you don’t!10)Go into a lot of detail about your personal life.11)Speak up and express yourself clearly.12)Sit up straight and look people in the eyes.2、Ask the students to make a list of things to do and things not to do.After that, ask some students to share with the class.3、Complete Mary’s account of an interview with verbs from Exercise1.Step 3. Listening and speaking1、Listen to an interview for a holiday job to finish exercise 3,exercise4 and exercise 6 on page 24to 265.Listen to the tape 3 times, the first time, get the general idea, the second time, finish the chart, the third time, finish exercise 6.2、Ask the students to do the role-play in pairs. Student A is aninterviewer and Student B is an interviewee. Give them 3minutes to read the role card and prepare for an interview for a holiday job in a restaurant.Interviewer:Education, languages spoken, work experience. Personal qualities, hobbies and interestsInterviewee:Step 4 SummaryStep5 Homework/showres.aspx?id=343108。