上外版 高二年级 选择性必修二 第二单元 第 7 课时 学案（学生版）
课时学习目标：
能识别议论文写作中论点和反方论点；
能在议论文写作中清晰地呈现论点和反方论点； 能依据议论文的语篇结构组织写作内容。
Activity 1: Introducing the writing task
Q: What would you do if you were Chen Kai
Activity 2: Making a survey
Task: Finish the survey on whether there should be an additional foreign language course for high school students.
My claim Supporting details
Activity 3: Reading a short essay
Task : Read the short essay and fill in the table on your worksheet.
/ Claim Writer’s counterclaim
/
Supporting details
Activity 4: Making an outline
Task 1: Go over your group members’ opinions and sort out the strongest claim and counterclaim.
/ claim counterclaim
/
Supporting details
Reference: sentence starters for the claim and counterclaim..
Sentence starters for claims Sentence starters for counterclaims
1. One may think that … 1. I would recommend …
2. In sb’s opinion, … 2. I would argue …
3. sb is in favour of … 3. It might be true that …; however, …
4.It is often thought/supposed … 4. Others may say that …, but when you look at the facts …
Task 2: Add supporting details to the claim and counterclaim.
Activity 5: Making a self-evaluation
Task: Make a self-evaluation according to the following questions and make some improvements if necessary.
Are the claim and the counterclaim stated clearly
Are the details relevant to the claim and the counterclaim Are there any overlapped details
Activity 6: Writing a short paragraph
Tips:
1) State the claim and the counterclaim clearly.
2) Offer related and specific details.
___________________________________________________________________________________
___________________________________________________________________________________
Activity 7: Finishing peer-evaluation
Directions: Exchange your draft with your partner. Read his or her draft and check it with the
following checklist.
Your Name: Partner’s Name:
1. Are the claim and counterclaim stated clearly in the paragraph yes no If yes, circle the claim and counterclaim..
2. Are all of the supporting details related to the topic sentence yes no
If yes, underline the sentences.
3. Is there anything you might change in the draft Write down your suggestion. _______________________________________________________________________________ _______________________________________
Assignments:
1. Rewrite the paragraph according to the checklist.
2. Finish the persuasive letter to the headmaster in 100-120 words and polish your writing based on the checklist on your worksheet.
Directions: Before writing, read the following tips to know what should be covered in the essay. The introduction 1) Raise the thesis . ( ) The body 2) Present the claim and counterclaim clearly. ( ) 3) Present specific supporting details relevant to the claim. ( ) The conclusion 4) Summarize and reinforce the argumentation.( ) After writing, check your essay according to the tips above. If you have covered the points, tick in the (√ ).(共22张PPT)
单元封面
《 高 中 英 语 》 ( 上 外 版 )
选择性必修第二册第二单元 Language and Mind
授 课 教 师 ：
课时
授课内容
1
Getting Started/ Reading A
1
Reading A/ Vocabulary Focus
1
Reading A/ Grammar in Use
1
Listening and Viewing
1
Reading B
1
Critical Thinking and Speaking
1
Writing
1
Further Exploration/ Self-assessment
单元封面
《 高 中 英 语 》 ( 上 外 版 )
选择性必修第X册第X单元
学习目标 Learning Objectives：
At the end of the lesson, you will be able to
1.能识别议论文写作中论点和反方论点;
identify the claim and counterclaim in argumentative writing ;
3.能依据议论文的语篇结构组织写作内容；
organize your writing according to the structure of the argumentative essay .
2.能在议论文写作中清晰地呈现论点和反方论点；
state the claim and counterclaim clearly in an argumentative essay ;
What problem did Chen Kai face
Introduction
Introduction
Chen decides to write a letter to his headmaster to persuade him to offer a French course at school.
My claim
Supporting details
Taking an additional foreign language course is not suggested for high school students.
Students are fully occupied with
learning English and other subjects.
Should there be an additional foreign language course for high school students
Survey
A Short Essay
A Short Essay
A Short Essay
to appear unbiased
to earn the respect of readers
to show that the topic has been thoroughly studied
A Short Essay
Chen decides to write a letter to his headmaster to persuade him to offer a French course at school.
Can you help him
Outline
Outline
Outline
Outline
/ Claim
Counterclaim
/ Taking a French course is not suggested for high school students.
I ’m in favour of offering a French course at school.
Supporting details Students are fully occupied with learning English and other subjects. Students have no time to learn French.
French is one of the six official languages of the United Nations.
Many world-famous works of
literature were originally written in French.
Students can develop better relationships with Germans.
Outline
/ Claim
Counterclaim
/ Taking a French course is not suggested for high school students.
I ’m in favour of offering a French course at school.
Supporting details
French is one of the six official languages of the United Nations.
Many world-famous works of
literature were originally written in French.
avoid being irrelevant
Outline
Students are fully occupied with
learning English and other subjects.
t d t t t
avoid being overlapped
Self-evaluation
1. Are the claim and the counterclaim stated clearly
2. Are the details relevant to the claim and the counterclaim
3. Are there any overlapped details
Tips:
1. State the claim and the counterclaim clearly.
2. Offer related and specific details.
Draft
I ’m in favour of offering
a French course at school.
France has been a cultural centre for many centuries. Many people agree that French is one of the most beautiful languages in the
world. It is also one of the
six official languages of
the United Nations.
Evaluation
French course at school. But I ’m in favour of offering a French course at school. France has been a cultural centre for many centuries. Many people agree that French is one of the most beautiful languages in the world. It is also one of the six official languages of the United Nations.
If we learn French well, we will feel more comfortable and confident
travelling and enjoying those fascinating attractions like the Eiffel
Tower, the Louvre and the Paris Opera House, as well as the many
Nowadays, students are fully occupied with learning English and
other subjects. For this reason, one may not think there should be a
sights and wonders of the globe ’s many other French-speaking
Evaluation
countries.
Assignments
1. Rewrite the paragraph according to the checklist.
2. Finish the persuasive letter to the headmaster in 100-120 words and polish your writing based on the checklist on your worksheet.
T h a n k y o u ！《高中英语（上外版）》选修第二册 Unit 2 Language and Mind
课时：
教学内容：Argumentative Writing
课型： writing
一、教学设计与说明
1. 教学目标
本课为本单元的第七课时，核心目标为引导学生在基于主题语境的议论文写作活动中， 能依据议论文的语篇结构组织写作内容，能在议论文中清晰地呈现论点和反方论点。
2. 设计思路
本课为本单元的第七课时，在本单元的之前学习过程中，学生已经从多方面了解到了 语言学习的好处，并且构建了一定的相关主题的词汇语义网，掌握了因果关系在语篇语义 衔接中的作用，因此本课时旨在引导学生在语言与思维的主题语境下，整合之前所学的语 言的好处，挑选最具有说服力的论点和论据，通过呈现论点和反方论点的写作策略，运用 所学的主题词汇和因果逻辑关系 ，得体地表达自己的观点 。本节写作课主要分为： introduction; survey; a short essay; outline; self-evaluation; draft; peer-evaluation 7 个环节。
在 introduction 环节中，老师创设情境，引入话题，以 Chen Kai 为主人公展开本节课 的讨论，帮助学生了解写作背景和写作目的。
在 survey 环节中，以主人公 Chen Kai 的任务为线，在学生中开展对于学校是否应该 另外再增设一门外语学习课程的讨论，激发学生对写作话题的思考。
在 a short essay 环 节 中 ， 组 织 学 生 阅 读 Chen Kai 看 到 的 文 章 ， 了 解 claim 和 counterclaim 的概念与作用，并且找到对应的 supporting details。
在 outline 环节，学生在 survey 和 a short essay 的基础上，讨论选择最具有说服力的 claim 和 counterclaim ，然后组织学生讨论相关细节，分享讨论结果，探讨如何选择相关细 节。
在 self-evaluation 环节，学生检查自己的 outline 中是否论点和反论点陈述清楚，论据 是否和论点相关，论据之间知否存在重叠。
在 draft环节，老师给予学生足够的时间将之前 outline 中的内容写成一个段落，同时 也引导学生使用之前所学的因果分析法使论述更具体更有说服力。
1
在 peer-evaluation 的环节中，老师组织同伴互助，让学生在同伴的帮助下了解自己写 作中存在的问题，同时通过对照写作要求，检测目标达成情况，进一步加深对该类写作要 素的认识和理解。
3. 重点难点
教学重点：运用论点和反论点的写作模式完成写作任务
教学难点：论点和反论点呈现清晰并运用适切的细节支持论点
Lesson Plan
Teaching objectives:
By the end of this period, students will be able to:
1. identify the claim and counterclaim in argumentative writing ;
2. state the claim and counterclaim clearly in an argumentative essay;
3. organize the writing according to the structure of the argumentative essay.
Procedures:
I. Interactive activity 1: Introducing the writing task
*T: Introduce the background of the writing task and ask students to predict what Chen Kai would do. *Ss: Grasp the writing background and the writing purpose. Purpose: To familiarize students with the writing background and the writing purpose
Guided question:
If you were Chen Kai, what would you do
II. Interactive activity 2: Making a survey
2
*T: Ask students to state their opinion on whether there should be an additional foreign language course for high school students and offer supporting details. *Ss: Fill in the table on the worksheet. *T: Organize students to share their opinions on the topic. *Ss: Discuss their opinions on whether there should be an additional foreign language course for high school students and reasons. Purpose: To help students brainstorm opinions on the topic and supporting details
Instructions:
Finish the table on your worksheet.
III. Interactive activity 3: Reading a short essay and identifying the claim from the
counterclaim
*T: Ask students to read the short essay and familiarize them with the writing strategy of claim and counterclaim. *Ss: Read the short essay and fill in the table on the worksheet. Purpose: To help students form a correct understanding of the claim and counterclaim pattern
Guided question:
1.What is the function of using the claim-counterclaim writing strategy
IV. Interactive activity 4: Making an outline
*T: Organize students to choose the strongest claim and counterclaim from their notes and offer them some sentence starters for their reference. *Ss: Go over the notes of the opinions the group members have, sort out the strongest claim and counterclaim and complete the table on the worksheet with a complete sentence. *T: Ask students to think about relevant details to support the claim and organize students to discuss whether the details are proper. *Ss: Add the relevant details to the claim and counterclaim and discuss whether the supporting details are proper. Purpose: To check students’ understanding of claim and counterclaim and their use of claim and counterclaim; To help students avoid the overlapped and irrelevant details
Guided questions/instructions:
1. Go over your group members ’ opinions and sort out the strongest claim and counterclaim.
2. Would you please add relevant details to the claim and counterclaim
3
3. Are all the supporting details suitable
V. Independent activity 5: Making self-evaluation
*T: Ask students to check the outline and evaluate if the claim and the counterclaim are stated clearly and the details are relevant to the claim and the counterclaim. *Ss: Evaluate the outline and cross out the irrelevant and overlapped details if necessary. Purpose: To help students consolidate the writing strategy of claim and counterclaim and choose proper details
Guided instructions:
Make self-evaluation according to the questions on the slide and make some improvements if necessary.
VI. Independent activity 6: Writing a short paragraph
*T: Ask them to draft a paragraph based on the outline. *Ss: Turn the outline into a short paragraph. Purpose: To help students organize the counterclaim, the claim and relevant supporting details in a logical and coherent way
Instructions:
Now please write a short paragraph based on your notes. State the claim and counterclaim clearly and offer relevant and specific details.
VII. Interactive activity 7: Finishing peer-evaluation
*T: Provide a checklist for students and ask them to evaluate the work of their peers and provide advice for revision. *Ss: Work in pairs to evaluate peer’s work by referring to the checklist. *T: Organize students to read the revised version and find out the changes. *Ss: Read the revised version and think about the improvements. Purpose: To help students consolidate what has been learnt in this class and provide help for others if necessary.
Guided questions/instructions:
2. Is there anything you might change or improve
4
3. Is the revised version better Why or why not
VIII. Assignments:
1. Rewrite the paragraph according to the checklist.
2. Finish the persuasive letter to the headmaster in 100-120 words and polish your writing based on the checklist on your worksheet.
5上外版 高二年级 选择性必修二 第二单元 学案（教师版）
课时学习目标：
能识别议论文写作中论点和反方论点；
能在议论文写作中清晰地呈现论点和反方论点； 能依据议论文的语篇结构组织写作内容。
Activity 1: Introducing the writing task
Q: What would you do if you were Chen Kai
I would talk with the headmaster./ I would write a letter to the headmaster.
Activity 2: Making a survey
Task: Finish the survey on whether there should be an additional foreign language course for high school students.
My claim Supporting details
Taking an additional foreign language course is not suggested for high school students. From students ’perspective: 1. English is more international and French is less practical. 2. It’s unnecessary to learn a foreign language, because we have translation software that makes it easier for us to talk to foreigners. 3. We have no more time to learn a new foreign language from the beginning because as we age, our language center has become older so that we have missed the precious opportunity to learn the language. From the headmaster’s perspective: 1. The cost is too high to start a new course. 2. There won’t be many students interested in it.
My claim Supporting details
There should be an additional foreign language course for high school students. 1. We can better understand French culture. 2. We have apps to help us learn French. 3. Learning a new language can improve our memory. 4.Learning a new language can improve our concentration. 5. Learning a new language can build our willpower.
Activity 3: Reading a short essay
Task : Read the short essay and fill in the table on your worksheet.
/ Claim Writer’s counterclaim
/ One may think that English is the only foreign language worth learning to feel confident in society. I would recommend to my friends that they learn as many foreign languages as possible.
Supporting details English is used in almost all fields of international communication: business, politics, science, culture, etc. Every language is worth learning because it is a key that unlocks a world for us. Learning other foreign languages greatly increases the number of people on the globe with whom you can communicate.
Activity 4: Making an outline
Task 1: Go over your group members’ opinions and sort out the strongest claim and counterclaim
/ claim counterclaim
/ Taking a French course is not suggested for high school students. I am in favour of offering a French course at school.
Supporting details Students are fully occupied with learning English and other subjects. 1) French is one of the six official languages of the United Nations. 2) Many world-famous works of literature were originally written in French.
Reference: sentence starters for the claim and counterclaim..
Sentence starters for claims Sentence starters for counterclaims
1. One may think that … 1. I would recommend …
2. In sb’s opinion, … 2. I would argue …
3. sb is in favour of … 3. It might be true that …; however, …
4.It is often thought/supposed … 4. Others may say that … , but when you look at the facts …
2) Add supporting details to the claim and counterclaim.
IV. Self-evaluation
Directions: make a self-evaluation according to the following questions and make some improvements if necessary.
Are the claim and the counterclaim stated clearly
Are the details relevant to the claim and the counterclaim Are there any overlapped details
V. Draft (a paragraph)
Directions:
1) State the claim and the counterclaim clearly.
2) Offer related and specific details.
VI. Peer evaluation
Directions: Exchange your draft with your partner. Read his or her draft and check it with the following checklist.
Your Name: Partner’s Name:
1. Are the claim and counterclaim stated clearly in the paragraph yes no If yes, circle the claim and counterclaim..
2. Are all of the supporting details related to the topic sentence yes no If yes, underline the sentences.
3. Is there anything you might change in the draft Write down your suggestion. _______________________________________________________________________________ _______________________________________
VII. Assignments:
1. Rewrite the paragraph according to the checklist.
2. Finish the persuasive letter to the headmaster in 100-120 words and polish your writing based on the checklist on your worksheet.
Directions: Before writing, read the following tips to know what should be covered in the essay. The introduction 1) Raise the thesis . ( ) The body 2) Present the claim and counterclaim clearly. ( ) 3) Present specific supporting details relevant to the claim. ( ) The conclusion 4) Summarize and reinforce the argumentation.( ) After writing, check your essay according to the tips above. If you have covered the points, tick in the (√ ).
Dear headmaster:
I am Chen Kai, a school student who has been studying English for eight years. Recently, a French film made me interested in the French language. However, there isn’t any French course offered in our school.
It is the fact that English is widely used in our society. As an international communication tool, we always learn to speak English in order to get more chance to talk with foreigners in business or science. For this reason, many people consider it unnecessary to learn other foreign language, but I beg to differ with it.
Although learning English has become a significant trend in the 21th century, we still have to admit that not only English but also other language such as French is useful. Students should learn more than one foreign language if possible, for learning languages broadens our horizons as well as benefits our brain.
France has been a cultural centre for many centuries. Many people agree that French is one of the most beautiful languages in the world. It is also one of the six official languages of the United Nations. If we learn French well, we will feel more comfortable and confident travelling and enjoying those fascinating attractions like the Eiffel Tower, the Louvre and the Paris Opera House, as well as the many sights and wonders of the globe’s many other French-speaking countries.
In addition, Victor Hugo and Alexandre Dumas were literary giants whose masterworks Les Misérables and The Count of Monte Cristo have influenced readers everywhere. Likewise, some well-known films like The Little Prince and The Chorus are in French. If we learn this language well, we will be able to fully appreciate a vital culture.
All things considered, I sincerely hope that a French course would be offered in our school. Thanks for your reading.
Chen Kai
Yours sincerely
