(共16张PPT)
《 高 中 英 语 》 ( 上 外 版 )
必修第 一 册第 一 单元
School Life
授课教师：蒋 一 洋
课时
授课内容
1
Getting Started/ Reading A
2
Reading A/ Vocabulary Focus
3
Reading A/ Grammar in Use
4
Listening and Viewing
5
Moving Forward
6
Reading B/ Critical Thinking
7
Further Exploration/ Self-assessment
《 高 中 英 语 》 ( 上 外 版 )
必修第 一 册第 一 单元
学习目标 Learning Objectives：
At the end of the lesson, you will be able to ...
1. 能识别书信的文本特征及写作目的；
identify the text features and the purpose of the letter;
3. 能辩证思考不同视角的建议，对高中生活形 成正确态度。
form a proper attitude towards high school
life through critical thinking.
2. 能使用准确的语言和真情实感写一封建议信；
write a letter of advice with appropriate language and true
feelings;
When I was a high school
student …
Problems: My father’s advice:
Join different student clubs and ask
seniors for guidance.
Compete with yourself, and focus on
the progress.
I was too shy to make new friends.
I was very anxious about my low
grades.
A letter of advice
Daughter’spossible problems
Mother’s advice to her daughter
Problem 2 Advice 2
Problem 3 Advice 3
Problem 1 Advice 1
Problem 4 Advice 4
perPfecrt o tlhemfirst1day at
school.
Facing a new school,
e e clhermsan
new pressure.
Meeting someone
f iebn elymand3
difficult to deal with.
Being held back by
lPimrit tbio ep t
on ourselves.
-- - -- --- - - -
Trying to make everything
Q1: What qualities does the mother wish her daughter to have
The mother wanted her daughter to be happy, confident, strong-willed,
optimistic, etc.
Q2: How might the daughter feel after reading the letter
She might feel more confident of herself and be ready to face challenges
and difficulties bravely.
contented independent
confident
Strong-willed
…
… there will never be a shortage of kind people
I’ve said it before, but it bears repeating. (line 7）
Remember that you are not in this boat alone. (line 10)
… Ihope you’ll change that story
and genuine smiles in your life. (line 19)
I hope you find comfort in that. (line 13)
because you can and you are. (line 24)
---
Q2: If you were the
mother, what other
advice would you give
to the daughter
Q1: Do you agree
with mother’s
advice in the letter
Why or why not
Believe that you are good enough.
Be creative in writing.
Try as much as possible.
Ensure a meaningful and colorful life.
Q: What other suggestions for senior high school students have you
learned from this unit
Believe that you are good enough.
Ensuring a
meaningful and
colorful life.
Try as much as
possible.
Be creative in
writing.
Assignments
1. Finish the diagram on page 15.
2. Based on the spider diagram, write a letter of advice to yourself regarding your concerns about high school life (60-80 words). Use proper format, language and emotions.
T hank you ！《高中英语（上外版）》必修第一册 Unit 1 School Life
课时：第 6 课时 课题：Suggestions for School Life
课型：Reading B + Critical Thinking 设计者：
一、教学设计与说明
1. 教学目标
本课为本单元的第 6 课时，核心目标为帮助学生识别书信的文本特征、认识并理解高中 生活可能遇到的困难，以及引导学生辩证地判断和分析他人所给予的高中生活建议，最终形 成有助于克服困难的积极态度。
2.设计思路
首先，教师通过分享个人经历，帮助学生回想自己在高中新生活中遇到过的困难，引出 Reading B。之后，教师带领学生结合教材 Reading B 板块的表格扫读文章，认知并总结书信 的类别与写作目的。接着， 教师引导学生对文中的关键语句进行精读和语义分析，鼓励学生 关注文中出现的心理、情感类词汇和句式，探索作者在字里行间传递复杂情感的方式。最后， 教师会引导学生进行更深层次的思考，通过亲身经历理解与评价文中出现的高中生活建议及 其包含的价值观，并使用教材 Critical Thinking 板块的思维导图整理本单元中涉及的所有建 议，辩证地审视自己对于这些建议的看法。学生会在课后继续填写思维导图，进一步收集有 关高中生活的建议，并以此为主题撰写一封写给自己的书信。
3.重点难点
基于“高中生活”的主题，掌握书信的文本特征与目的，理解写作时使用语言传递情感 的不同方式；能辩证地判断与评价文章的主题和信息，理解写作时使用语言传递情感的方式。
Lesson Plan
At the end of the lesson, students will be able to:
1. identify the text features and the purpose of the letter;
2. write a letter of advice with appropriate language and true feelings;
3.form a proper attitude towards high school life through critical thinking.
Procedures:
I ． Warm-up
1
T: Share a personal experience about a difficulty he encountered in high school. Purpose: To help students refresh their memories of the new high school life; to spark students’ interest of how they can overcome these difficulties.
Guided questions/Instructions:
1. What difficulties have you encountered in your high school life
II ． Introduce “Reading B”
T: Ask students to read the title and skim Reading B, then circle the text features that make Reading B a letter. Ss: Circle the text features that make Reading B a letter. T: Explain what is a “letter of advice” and what is its purpose. Purpose: To introduce the format and text features of writing a letter of advice; to familiarize students with what Reading B is mainly about.
Guided questions/Instructions:
1. After reading the first paragraph, what do you think the letter is mainly about
2. What type of letter is it (Complaint Advice Application Love ) What is the purpose of the letter
III ． Read the text and complete the table
T: Ask students to read the body paragraphs of Reading B and look for daughter’s problem and mother’s advice in the letter. Ss: Read the body paragraphs and underline relevant sentences. T: Model how to rephrase a sentence from the text and ask students to complete the table, then answer the two questions. Ss: Fill out the table with their own words and write down the answers Purpose: To guide students understand and categorize the information in the
2
text; To help students practice the skill of “rephrasing”
Guided questions/Instructions:
1. Which sentences show daughter’s possible problems
2. Which part includes mother’s advice
3. How would you explain mother’s advice in the text with your own words
IV ． Analyze the language of Reading B
T: Ask students to skim the text again and notice the words/phrases/sentences the mother uses to express her emotions towards her daughter. Ss: Skim the text and identify the language writer uses to express emotions. T: Analyze specific phrases and sentences from the text and explain how they successfully express mother’s intimacy. Purpose: To help students identify and understand the language that writer uses to express emotions/feelings; To help students explore what emotions the mother has in the letter, and how the daughter might feel after reading it.
Guided questions/Instructions:
1. How would you describe mother’s emotion towards her daughter in the letter
2. What does the mother mean when she says “ …”
3. Why would the mother use specific sentence structures such as “I hope …”
V ． Critical thinking
T: Ask students extra questions about their feelings and opinions towards the suggestions in Reading B.
3
Ss: Use their personal experience to think critically about the extra questions. T: Briefly summarize all the school-life suggestions throughout the unit and fill in part of the diagram with students. Ss: Follow teacher’s example and fill in the spider diagram till the end of class. Purpose: To guide students review and think critically about the suggestions they have received throughout the unit; to help students practice categorizing information with a spider diagram.
Guided questions/Instructions:
1. Do you agree to mother’s suggestions in the letter Why or why not
2. If you were the mother, what other suggestions would you give to your child
3. Can you match the tips with the part of the unit they belong to
4. What other suggestions/tips would you like to share
VI ． Homework:
1. Finish the diagram on page 15.
2. Based on the spider diagram, write a letter of advice to yourself regarding your concerns about high school life (60-80 words). Use proper format, language and emotions.
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