Unit 2 Language and Mind Writing 教学设计 -2024-2025学年高中英语上外版（2020）选择性必修第二册

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 学科网(北京)股份有限公司 *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 学科网(北京)股份有限公司 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 学科网(北京)股份有限公司 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 学科网(北京)股份有限公司 $$