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Ask students to say some items on charity work. e.g. Who is wiling to do the charity work? What kind of charity work can you introduce? Where do the volunteers do the charity work? How do you like the charity work?
[设计意图]
课堂导入作为一节课的预热阶段是定基调并启动思维的关键环节。利用思维导图为学生搭建语言及思维支架，开展头脑风暴活动，培养学生思维的敏捷性。学生在本单元的其它板块中已了解国际慈善组织的名称和功能，也对自己如何参与慈善活动有所思考，只是这些知识还处于零散的状态。该思维导图有利于学生在教师的点拨下将零散的与本写作话题相关的表达进行聚合，建立相关话题的词汇联系。这是发散思维与收敛思维并用的过程，有利于培养学生思维的灵活性和深刻性。
Step 2 Read and learn
1. The following pictures are about Diana’s life. Read examples 1-3, and describe pictures 4-6 in your own words.
2. Read the sample writing again and think about the following questions.
How many parts can the report be divided into? What is each part about? How does Amy organize each paragraph?
3. Students are told to choose the summary for each part from the list.
4. Go through the sample writing and ask students to focus on how to organize the article.
5. In groups of 4, discuss how Amy presents her findings to the readers. Consider the following:
How she proves her points?
How she expresses her emotions?
How she prevents repetition in her writing?
How she connects her ideas smoothly?
［设计意图］
本环节在分析语篇的过程中引导学生完成篇章结构思维图，提炼和概括文本篇章信息，理清写作内容的逻辑关系，学习范文的整体结构图示，强化学生分析、综合、推理等思维能力，发展其抽象概括能力，为后续写作时的谋篇布局做好铺垫；接着引导学生充分感知范文、发现、提取好词佳句，并讨论如何使文章语言优美、行文流畅。这既是学生对文本材料进行分析和鉴赏的过程，也是培养学生批判性思维的过程。
Step 3 Write and share
1. In groups of 4, discuss Mandeep’s experience and prepare to write a report. Each student is asked to write one paragraph and share it with other group members in order to let others to read and try to help make the paragraph better.
2. In writing, students will evaluate the writing criteria to students, so that students can clearly define the basic objectives and specific requirements of writing tasks. The evaluation criteria combine with the teaching content of this lesson, highlighting the focus of this writing, and pointing out the direction for students to improve their writing level.
［设计意图］
写作时为学生提供具体的、可操作的写作评价标准，体现了对学生写作过程的关注。评价标准既有促进写作的功能又有评价的功能，为学生后续自评写作的功能提供了技术性支持，具有建构效度高、反拨效果好的优势。本写作训练任务让学生从文本阅读中学到立意、语言及篇章结构及时运用到自己要创作的语篇中，通过自主思考、合作互动，形成共生共享的写作资源，实现写作能力与思维品质的同步提升。
Step 4 Homework
Search for information on the Internet about UNICEF and write more reports about UNICEF if possible.