高中英语 上外版 1AU1 学生版 学案
课题：A Letter to My Daughter & Critical Thinking 课时学习目标：
l 借助略读策略、语篇分析以及情景语境分析获取语篇类型、语篇的主旨大意以及语篇结构；
l 判断作者的写作意图以及语篇的目标读者，并探讨这两个问题背后所传递出的文化内涵；
l 回顾单元内容，用思维图的形式梳理整个单元内所涉及的“问题”和“建议”，并批判性地 提出自己的观点。
Activity 1
(1) Skim the text and answer the following questions:
Who’re involved in this text
_______________________________________________________________________________
What’s the genre of this text
_______________________________________________________________________________
What’s the main idea of this text
_______________________________________________________________________________
_______________________________________________________________________________
(2) What about the keywords and expressions that you have learned
Key Words and Expressions - pressure: - comfort: - hold back: - ___________________________________ - ___________________________________ - ___________________________________ - expectation: - receiver: - limitation: - _______________________________________ - _______________________________________ - _______________________________________
(3) How do you know the meaning of the word / expression
_______________________________________________________________________________
Activity Two
(1) After reading the 1st paragraph, can you imagine what the author will write next What is the function of the first paragraph What’s the function of paragraph 2-5
_______________________________________________________________________________
_______________________________________________________________________________
(2) Is there any similarity in the structure of paragraph 2, 3, 4 and 5 according to your
knowledge of textual patterns
_______________________________________________________________________________
_______________________________________________________________________________
(3) What problem and advice are presented respectively in paragraph 2, 3, 4 and 5 Underline evidence in the text (words or sentences) to support your answer.
Daughter’spossible problems Mother’s advice Evidence in the text
Activity Three
(1) Why does the author write this text
_______________________________________________________________________________
(2) In order to better adapt to senior high school life, what qualities does the mother wish her daughter to have How can you tell
_______________________________________________________________________________
(3) Who is the target reader of this text
_______________________________________________________________________________
(4) What feelings might the target reader have after reading the letter Why
_______________________________________________________________________________
_______________________________________________________________________________
Activity Four
1. What suggestions for senior high school students have you learned from this unit
2. What suggestions would you like to give senior high school starters based on your experiences (共22张PPT)
《 高 中 英 语 》 ( 上 外 版 )
1 AU 1 Reading B
主讲人：
课时
授课内容
1
Getting Started/ Reading A/ Vocabulary Focus
2
Reading A/ Vocabulary Focus
3
Reading A/ Grammar in Use
4
Listening and Viewing
5
Moving Forward
l 6
Reading B/ Critical Thinking
7
Cultural Link/ Further Exploration/ Self-assessment
《 高 中 英 语 》 ( 上 外 版 )
必修第 一 册第 一 单元
READING B
A Letter
to My Daughter
figure out the genre, main idea and structure of the text with the help of
skimming, discourse analysis and context of situation.
借助略读策略、语篇分析以及情景语境分析来获取语篇类型、语篇的主旨大意以及语篇结构；
judge the writing purpose, intended readers of the text and think beyond these two angles to gain cultural inspiration;
判断作者的写作意图以及的语篇的目标读者，并探讨这两个问题背后所传递出的文化内涵；
review problems and suggestions mentioned in the unit with the help of thinking map and express their own ideas on this topic through critical thinking.
回顾单元内容，用思维图的形式梳理整个单元内所涉及的“ 问题”和“建议”，并批判性地提出自己的观点。
OBJECTIVES
By the end of this lesson, you will be able to...
What advice did your parents
give you on your first day of senior
high school
Making friends
Learning new courses
Taking part in activities
Making learning plans
GETTING STARTED
Who’re involved in this text
A mother and her
daughter as a senior highschool freshman.
ThemWe:hat’s the genre of
What is t .e.. ormat
of a letter.. . ...
What’sthe main idea of this text
A mother wrote a letter to her daughter to give advice on problems
she may meet with as a freshman in senior
highschool.
Sincerely yours,
Name Title
I'mth itienxgt his letter to ...
TEXT ANALYSIS
Dear [NAME],
MainABloe tye:r.
Salutation:
WHAT
WHO
HOW
... ...
... ...
KEYWORDS & EXPRESSIONS - pressure If there is pressure on a person, someone is trying to persuade or force them to do sth. - expectation expectations are strong hopes or beliefs that you will get something you want. - comfort comfort are something that helps you to stop worrying.
- receiver
receiver is a person who receives something.
- hold back
To hold back means to prevent
someone from doing something.
- limitation
limitation means that sb can only do somethings and not others.
How do you know the meaning of these words / expressions
TEXT ANALYSIS
Dear Daughter,
I know perhaps you will be surprised to read this: I remember well what It was like to be teenager. As I watch you prepare for your first day of senior high school, there are a few things I want you to know.
After reading the first paragraph, can you imagine what the author will probably write next
What is the function of the first paragraph
What is the function of the following paragraphs
TEXT ANALYSIS
You may be putting yourself under pressure to make sure that everything is perfect for that first day, but I want you to know that there’s no such thing as perfect. I’ve said it before, but it bears repeating. There is nothing perfect. There is only good enough, but what is most important is believing you’re good enough - just as you are.
Also, remember that you’re not in this boat alone. You’re not the only one facing a new school, new classmates, new teachers, new expectations and new pressures. At some point, everyone else is - or was - where you are right now. I hope you find comfort in that.
There might be some people who will not always be so friendly to you. You will find such people not only in senior high school, but throughout your adult lie. When you are reflecting on a nasty comment someone made on you or an unfriendly glance that came your way, I hope you’ll remember that these behaviors always say more about the giver than the receiver and there will never be a shortage of kind people and genuine smiles in your life. Remember hat, too, when you are tempted to be nasty to someone else.
As you go forward into this new chapter in your life, I hope you’ll realise early that we are most often held back by the limitations we put on ourselves - by the stories we tell ourselves about who and what we are. Whenever you’re tempted to say, “I can’t ...” or “I’m not...” about something you really want to achieve, I hope you’ll change that story - because you can and you are.
According to your knowledge of textual patterns, is there any
similarity in the structure of paragraph 2, 3, 4 and 5
TEXT ANALYSIS
Problem 1 Problem 2 Problem 3
Problem 4
Advice: Advice: Advice:
Advice:
Problem-Solution Pattern
General-Particular Pattern
Read through the text to figure out the four problems and advice accordingly.
(Remember to underline evidence in the text to support your answer.)
TEXT ANALYSIS
Daughter's Possible Problems
Mother's Advice
Trying to make everything perfect for the first day at school.
Believe you're good enough.
You may be putting yourself under everything is perfect for that
pressure to make sure that first day, but I want you to
know that there’s no such thin but it bears repeating. There i
g as perfect. I’ve said it before, s nothing perfect. There is only
good enough, but what is mos good enough - just as you are.
t important is believing you’re
TEXT ANALYSIS
Daughter's Possible Problems
Mother's Advice
Trying to make everything perfect for the first day at school.
Believe you're good enough.
Facing a new school, new teachers and new pressure.
Remember that you’re not in this boat alone.
Also, remember that you’re no the only one facing a new
t in this boat alone. You’re not school, new classmates,
teachers, new expectations and everyone else is - or was - w
new pressures. At some point, here you are right now. I hope
new
you find comfort in that.
TEXT ANALYSIS
be emteh rt toy,ouw’reh tinyt s boaet l o.ne.
Meeting someone unfriendly and difficult to deal with.
Remember that rude behaviors always
say more about the giver than the receiver
T eEr TmAig Lb SsIoSme people who will not always be so friendly
these
t ir thdea eat ws hlloonle. ver be a sho
receiver
c inlegsa nienws hoouorl, nlei et.eac erms em
atnedmn ep ests reb.e nasty to someone
school, but throughout your a oDna uaghntaesrt'sy P os i lenPtro ol ne
glance that came your way, I reyhinagv ormsakael va r th pemrf tefo b
to you. You will find such people not only in senior high
hope you’ll remember that Beli eyoguiv'rergo noutghe
dult lie. When you are made o o hoeur'so d nice
rtage of kind people and
reflecting unfriendly
genuine are
out
.
Daughter's Possible Problems
Mother's Advice
hTor iengytoum’ lkereva hi rpl rfetc af r
say more about the giver than the receiver
Being held back by limitations we put on ourselves.
Tell yourself “you can and you are” .
.
,
weB l eve o 'tre of nohuegl back by selves - by the stories we tell
you really want to achieve, I b tui s ueo nun r nd n re. difficult to deal with.
a em embear h.at o ’er en nt i u’re orbo“aIt’ loneot...” about something
hope you’ll change that story - Remember that rude behaviors always
oFua neglvae ewasbc l, ta etwe rets urseay,
n ea cahne s wh “I can’t ... ”
his new chapter in your life I
the limitations we put on our
As you go forward into t
TEXT ANALYSIS
Possible Problems.
l make sure that everything is perfect
l face a new school / new classmates / new teachers / new expectations / new pressure
l not be friendly to you
l hold back by limitations we put on ourselves
Advice
No such thing as perfect
believe you're good enough
not in the boat alone
find comfort in ...
say more about the giver than the receiver
change the story
TEXT ANALYSIS
Why does the author write this text
To give advice to her daughter on how to better adapt to new life in senior highschool. / To ...
In order to better adapt to senior highschool life, what qualities does the mother wish her daughter to have How can you tell
e.g. Being confident, because it says “believing you are good enough” in the text.
PRAGMATIC ANALYSIS
PRAGMATIC ANALYSIS
Who is the target reader of this text
Her daughter. / Every freshman in senior highschool. / ...
What feelings might the target reader have after reading the letter Why
What suggestions for senior high school freshmen have
you learned in this unit Identify the key messages and record them in a proper form of thinking map.
Brace Map
Tree Map
Bubble Map
Flow Map
CRITICAL THINKING
Suggestions for senior high school students
Senior's Tips
To join clubs, use a diary and start a regular study
routine, and
write to-do lists for homework.
Other
Suggestions
Teacher's Advice
To be as creative as you can.
Father's Advice
As long as you try, you will be fine in high
school. If
don't try,
really fail.
Mother's Advice
To believe that you are good
enough and try to change your beliefs about
yourselves.
CRITICAL THINKING
you you
What other suggestions for school life have you been given before
How do you feel about these suggestions
Are they feasible or not
What suggestions would you like to give senior high school starters based on your experiences
CRITICAL THINKING
Write a reply letter to the mother from the perspective of the daughter with the help of :
① The format of letter
② Textual patterns
③ Topic-related lexis
④ thinking map created in class
ASSIGNMENT
谢 谢 ！《高中英语（上外版）》必修第一册 Unit 1
School Life
课时： 课题：A Letter to My Daughter & Critical Thinking
课型： 阅读课 设计者：
一、教学设计与说明
1. 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。
2. 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。
3. 重点难点
1. 应用语篇分析、语用分析来加深对语篇的理解；
2. 运用思维图去呈现内隐的思维过程；
3. 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。
Lesson Plan
By the end of this period, students are able to:
1. figure out the genre, main idea and structure of the text with the help of the reading skill of skimming, discourse analysis.
2. judge the writing purpose, intended readers of the text and think beyond these two angles to gain cultural inspiration such as confidence and independence;
3. review problems and suggestions mentioned in the unit with the help of thinking map and express their own ideas on this topic through critical thinking.
Procedures:
I. Lead-in
*Teacher: Lead students to get familiar with the theme of the text: advice on the first day of senior high school from parents. *Students: Share advice on the first day of senior high school from parents. Purpose: to direct students’ attention to the text.
Guided questions:
What advice did your parents give you on your first day of senior high school
1 / 3
II. Literal Comprehension Activity One: Text Analysis
*Teacher: Get students to identify key information and facts of the text by skimming. *Students: Skim and identify the genre, characters involved and main idea of the text. Purpose: To get familiar with the genre of letters and learn to skim for main idea.
Guided questions:
(1) Skim the text and answer the following questions: Who’re involved in this text
What’s the genre of this text What is the format of a letter What’s the main idea of this text
(2) What about the key lexis that you have learned How do you know the meaning of the word / expression
Activity Two: Guided Discourse Analysis
*Teacher: Guide everyone to figure out the structure of the text and share the lexis relevant to each pair of problem and advice. *Students: Dig into the whole text and share the related details as well as language from it. Purpose: To figure out the discourse pattern of the text and establish topic-related lexical chain.
Guided questions:
(1) After reading the first paragraph, can you imagine what the author will probably write next What is the function of the first paragraph What’s the function of 2-5 paragraphs
(2) Is there any similarity in the structure of paragraph 2, 3, 4 and 5 according to your knowledge of textual patterns
(3) What problem and advice are presented respectively in paragraph 2, 3, 4 and 5 Underline evidence in the text (words or sentences) to support your answer.
III. Inferential Comprehension Activity: Pragmatics Analysis
*Teacher: Guide students analyze the pragmatic value of the text through different angles. *Students: Analyze the text through 2 angles of pragmatics and dig deeper beyond these 2 angles. Purpose: To integrate language with meaning as well as to foster students’ deep learning skills
Guided questions:
(1) Why does the author write this text
=> In order to better adapt to senior high school life, what qualities does the mother wish her daughter to have How can you tell
(2) Who is the target reader of this text
=> What feelings might the target reader have after reading the letter Why
2 / 3
IV. Critical Comprehension
*Teacher: Encourage students to think critically on a unit scale and express themselves. *Students: Review what have learned and express opinions on the very topic - giving suggestions. Purpose: To provide a chance for students to think critically on the scale of the unit and express themselves freely.
Guided question:
(1) What suggestions for senior high school students have you learned from this unit Identify the key messages and record them in a proper form of mind map.
(2) What suggestions would you like to give senior high school starters based on your experiences
Homework
Write a reply letter to the mother from the perspective of the daughter about potential problems in high school life and feasible solutions with the help of :
① The format of letter
② Textual patterns you have learned
③ Lexical chain established in class
④ thinking map created in class
3 / 3高中英语 上外版 1AU1 第六课时 学案（教师版）
课题：A Letter to My Daughter & Critical Thinking 课时学习目标：
l 借助略读策略、语篇分析以及情景语境分析获取语篇类型、语篇的主旨大意以及语篇结构；
l 判断作者的写作意图以及语篇的目标读者，并探讨这两个问题背后所传递出的文化内涵；
l 回顾单元内容，用思维图的形式梳理整个单元内所涉及的“问题”和“建议”，并批判性地 提出自己的观点。
Activity 1
(1) Skim the text and answer the following questions:
Who’re involved in this text
A mother and her daughter as a senior highschool freshman.
What’s the genre of this text
Letter;
What’s the main idea of this text
A mother wrote a letter to her daughter to give advice on problems she may meet with as a freshman in senior highschool.
(2) What about the keywords and expressions that you have learned
(
Key Words and Expressions
-
pressure
:
if
there
is
pressure
on
a
person
,
someone
is
trying
to
persuade
or
force
them
todosth
.
-
expectation
:
expectations
are
strong
hopes
or
beliefs
that
you
will
get
something
you
want
.
- comfort:
comfort are something that helps
you to stop worr
ying.
- receiver:
receiver is a
person who receives some
thing.
-
hold
back
:
to
hold
back
means
to
prevent
someone
from
doing
something
.
- limitation:
limitation means that sb can only do some things and
not others.
)
(3) How do you know the meaning of the word / expression
Inferring according to context / word formation / ...
Activity Two
(1) After reading the 1st paragraph, can you imagine what the author will write next What is the function of the first paragraph What’s the function of paragraph 2-5
Yes;
The first paragraph functions as the general statement and paragraph 2-5 functions as details. (Therefore, the whole passage is organized in “general-particular” pattern.)
(2) Is there any similarity in the structure of paragraph 2, 3, 4 and 5 according to your knowledge of textual patterns
Yes, paragraph 2-5 all talks about one of the daughters’ potential problems and suggestions / solutions to the very problem, which can all fall into “problem-solution” pattern.
(3) What problem and advice are presented respectively in paragraph 2, 3, 4 and 5 Underline evidence in the text (words or sentences) to support your answer.
Daughter’spossible problems Mother’s advice Evidence in the text
Trying to make everything perfect for the first day at school. Believe you're good enough. “...put yourself under pressure to make sure that everything is perfect...”; “believe you are good enough ”
Facing a new school, new teachers and new pressure. Remember that you’re not in this boat alone. “remember that you’re not in this boat alone”; “ You’re not the only one facing...”;
Meeting someone unfriendly and difficult to deal with. Remember that rude behaviors always say more about the giver than the receiver. “...some people who will not always be so friendly to you”; “remember that these behaviors always say more about the giver than the receiver. ”
Being held back by limitations we put on ourselves. Tell yourself “you can and you are”. “... held back by the limitations we put on ourselves...”; “I hope you’ll change that story - because you can and you are.”
Activity Three
(1) Why does the author write this text
To give advice to her daughter on how to better adapt to new life in senior highschool. / To ...
(2) In order to better adapt to senior high school life, what qualities does the mother wish her daughter to have How can you tell
e.g. Being confident, because it says “believing you are good enough” in the text.
(3) Who is the target reader of this text
Her daughter. / Every freshman in senior highschool. / ...
(4) What feelings might the target reader have after reading the letter Why
Answers may vary.
Activity Four
1. What suggestions for senior high school students have you learned from this unit
2. What suggestions would you like to give senior high school starters based on your experiences
Answers may vary.
