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上外版 (2020)必修 第一册Unit 1 School Life获奖教案
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这是一份上外版 (2020)必修 第一册Unit 1 School Life获奖教案，共5页。教案主要包含了教学设计与说明等内容，欢迎下载使用。
课题：A Letter t My Daughter & Critical Thinking
课型：阅读课
一、教学设计与说明
教学目标
本节课为本单元的第六课时，核心目标为能从语篇 B 中识别关键信息，能够描述初入高中的体验与感受；能根据提示整合单元各语篇中的主要信息，并结合学生自身经历分析和评价单元给新生提出的种种建议。
设计思路
本课涉及语篇类型为书信，语篇内容是一位母亲写给她即将进入高中学习的女儿的一封信， 信中传递了母亲对女儿开启崭新的生活的期许和嘱咐，旨在帮助学生尽快适应高中新的生活和学习，培养学生自信自强的文化品质。本课的教学设计思路分为三个层次：基于语篇的理解、深入语篇的理解和超越语篇的理解,引导学生了解信件的主要特征、能够从语篇中获取主要事实与信息、能够理解母亲的写作目的并能够在梳理整合单元信息的基础上，结合自身经历批判性地表达自己的观点。
重点难点
应用语篇分析、语用分析来加深对语篇的理解；
运用思维图去呈现内隐的思维过程；
通过思辨性的思考，以话题相关词汇为依撑，表达自己的观点。
Lessn Plan
By the end f this perid, students are able t:
figure ut the genre, main idea and structure f the text with the help f the reading skill f skimming, discurse analysis.
judge the writing purpse, intended readers f the text and think beynd these tw angles t gain cultural inspiratin such as cnfidence and independence;
review prblems and suggestins mentined in the unit with the help f thinking map and express their wn ideas n this tpic thrugh critical thinking.
Prcedures:
*Teacher: Lead students t get familiar with the theme f the text: advice n the first day f senir high schl frm parents.
*Students: Share advice n the first day f senir high schl frm parents.
Purpse: t direct students’ attentin t the text.
Lead-in
Guided questins:
What advice did yur parents give yu n yur first day f senir high schl?
*Teacher: Get students t identify key infrmatin and facts f the text by skimming.
*Students: Skim and identify the genre, characters invlved and main idea f the text. Purpse: T get familiar with the genre f letters and learn t skim fr main idea.
Literal Cmprehensin Activity One: Text Analysis
Guided questins:
Skim the text and answer the fllwing questins:
Wh’re invlved in this text?
What’s the genre f this text?
What’s the main idea f this text?
What abut the key lexis that yu have learned? Hw d yu knw the meaning f the wrd / expressin?
*Teacher: Guide everyne t figure ut the structure f the text and share the lexis relevant t each pair f prblem and advice.
*Students: Dig int the whle text and share the related details as well as language frm it.
Purpse: T figure ut the discurse pattern f the text and establish tpic-related lexical chain.
Activity Tw: Guided Discurse Analysis
Guided questins:
After reading the first paragraph, can yu imagine what the authr will prbably write next? What is the functin f the first paragraph? What’s the functin f 2-5 paragraphs?
Is there any similarity in the structure f paragraph 2, 3, 4 and 5 accrding t yur knwledge f textual patterns?
What prblem and advice are presented respectively in paragraph 2, 3, 4 and 5? Underline evidence in the text (wrds r sentences) t supprt yur answer.
*Teacher: Guide students analyze the pragmatic value f the text thrugh different angles.
*Students: Analyze the text thrugh 2 angles f pragmatics and dig deeper beynd these 2 angles. Purpse:T integrate language with meaning as well as t fster students’ deep learning skills
Inferential Cmprehensin Activity: Pragmatics Analysis
Guided questins:
Why des the authr write this text?
=> In rder t better adapt t senir high schl life, what qualities des the mther wish her daughter t have? Hw can yu tell?
Wh is the target reader f this text?
=> What feelings might the target reader have after reading the letter? Why?
*Teacher: Encurage students t think critically n a unit scale and express themselves.
*Students: Review what have learned and express pinins n the very tpic - giving suggestins.
Purpse: T prvide a chance fr students t think critically n the scale f the unit and express themselves freely.
Critical Cmprehensin
Guided questin:
What suggestins fr senir high schl students have yu learned frm this unit? Identify the key messages and recrd them in a prper frm f mind map.
What suggestins wuld yu like t give senir high schl starters based n yur experiences?
Hmewrk
Write a reply letter t the mther frm the perspective f the daughter abut ptential prblems in high schl life and feasible slutins with the help f :
① The frmat f letter
② Textual patterns yu have learned
③ Lexical chain established in class
④ thinking map created in class
课题：A Letter t My Daughter & Critical Thinking
课型：阅读课
一、教学设计与说明
教学目标
本节课为本单元的第六课时，核心目标为能从语篇 B 中识别关键信息，能够描述初入高中的体验与感受；能根据提示整合单元各语篇中的主要信息，并结合学生自身经历分析和评价单元给新生提出的种种建议。
设计思路
本课涉及语篇类型为书信，语篇内容是一位母亲写给她即将进入高中学习的女儿的一封信， 信中传递了母亲对女儿开启崭新的生活的期许和嘱咐，旨在帮助学生尽快适应高中新的生活和学习，培养学生自信自强的文化品质。本课的教学设计思路分为三个层次：基于语篇的理解、深入语篇的理解和超越语篇的理解,引导学生了解信件的主要特征、能够从语篇中获取主要事实与信息、能够理解母亲的写作目的并能够在梳理整合单元信息的基础上，结合自身经历批判性地表达自己的观点。
重点难点
应用语篇分析、语用分析来加深对语篇的理解；
运用思维图去呈现内隐的思维过程；
通过思辨性的思考，以话题相关词汇为依撑，表达自己的观点。
Lessn Plan
By the end f this perid, students are able t:
figure ut the genre, main idea and structure f the text with the help f the reading skill f skimming, discurse analysis.
judge the writing purpse, intended readers f the text and think beynd these tw angles t gain cultural inspiratin such as cnfidence and independence;
review prblems and suggestins mentined in the unit with the help f thinking map and express their wn ideas n this tpic thrugh critical thinking.
Prcedures:
*Teacher: Lead students t get familiar with the theme f the text: advice n the first day f senir high schl frm parents.
*Students: Share advice n the first day f senir high schl frm parents.
Purpse: t direct students’ attentin t the text.
Lead-in
Guided questins:
What advice did yur parents give yu n yur first day f senir high schl?
*Teacher: Get students t identify key infrmatin and facts f the text by skimming.
*Students: Skim and identify the genre, characters invlved and main idea f the text. Purpse: T get familiar with the genre f letters and learn t skim fr main idea.
Literal Cmprehensin Activity One: Text Analysis
Guided questins:
Skim the text and answer the fllwing questins:
Wh’re invlved in this text?
What’s the genre f this text?
What’s the main idea f this text?
What abut the key lexis that yu have learned? Hw d yu knw the meaning f the wrd / expressin?
*Teacher: Guide everyne t figure ut the structure f the text and share the lexis relevant t each pair f prblem and advice.
*Students: Dig int the whle text and share the related details as well as language frm it.
Purpse: T figure ut the discurse pattern f the text and establish tpic-related lexical chain.
Activity Tw: Guided Discurse Analysis
Guided questins:
After reading the first paragraph, can yu imagine what the authr will prbably write next? What is the functin f the first paragraph? What’s the functin f 2-5 paragraphs?
Is there any similarity in the structure f paragraph 2, 3, 4 and 5 accrding t yur knwledge f textual patterns?
What prblem and advice are presented respectively in paragraph 2, 3, 4 and 5? Underline evidence in the text (wrds r sentences) t supprt yur answer.
*Teacher: Guide students analyze the pragmatic value f the text thrugh different angles.
*Students: Analyze the text thrugh 2 angles f pragmatics and dig deeper beynd these 2 angles. Purpse:T integrate language with meaning as well as t fster students’ deep learning skills
Inferential Cmprehensin Activity: Pragmatics Analysis
Guided questins:
Why des the authr write this text?
=> In rder t better adapt t senir high schl life, what qualities des the mther wish her daughter t have? Hw can yu tell?
Wh is the target reader f this text?
=> What feelings might the target reader have after reading the letter? Why?
*Teacher: Encurage students t think critically n a unit scale and express themselves.
*Students: Review what have learned and express pinins n the very tpic - giving suggestins.
Purpse: T prvide a chance fr students t think critically n the scale f the unit and express themselves freely.
Critical Cmprehensin
Guided questin:
What suggestins fr senir high schl students have yu learned frm this unit? Identify the key messages and recrd them in a prper frm f mind map.
What suggestins wuld yu like t give senir high schl starters based n yur experiences?
Hmewrk
Write a reply letter t the mther frm the perspective f the daughter abut ptential prblems in high schl life and feasible slutins with the help f :
① The frmat f letter
② Textual patterns yu have learned
③ Lexical chain established in class
④ thinking map created in class
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