Unit 2 Period3 Using lanuage（表格式教学设计）英语人教版选择性必修第二册

该高中英语教学设计聚焦“跨文化交流”主题下的议论文读写，核心知识点为议论文“引言-论点-结论”结构及让步、列举等衔接词运用。课堂通过“是否支持出国留学”话题导入，结合OREO模型拆解论证逻辑，搭建从范文阅读分析到写作输出的学习支架，衔接学生已有基础词汇与简单写作能力，强化结构规范与逻辑连贯。 此资料以“主题引领读写融合”为特色，通过正反方留学观点信件的输入分析，引导学生提取论点论据并归纳衔接词，任务驱动式写作（给笔友写建议邮件）落实输出。融入跨文化话题培养文化意识，辩证分析提升思维品质，自评互评环节发展学习能力，为教师提供结构化教学流程，助力学生掌握规范议论文写作与跨文化思辨能力。

Unit 2 Bridging Cultures Period 3 Using Language教学设计 教学基本信息 单元名称 选择性必修第二册Unit 2 Bridging Cultures 学科 英语 学段 高中 年级 高二第一学期 主要教材 书名：普通高中教科书·英语选择性必修第二册 出版社：人民教育出版社 出版日期：2019年11月 课时安排 2课时(80min) 课型 读写探究课 教学设计理念 主题引领下的读写融合：以 “留学利弊”“跨文化交流” 为核心话题，将议论文信件的阅读分析与议论文写作相结合，提升学生语言运用与逻辑论证能力。 任务驱动式学习：通过 “输入 — 分析 — 输出” 的任务链，引导学生从文本中提取论点论据、学习衔接词与文章结构，再迁移应用到写作中，培养读写综合能力。 核心素养导向：借助跨文化相关话题，培养学生的文化意识、批判性思维与逻辑思维，落实 “辩证看待话题”“理性表达观点” 的育人目标。 教材分析 What：课件围绕 “留学是否是好主意” 展开，包含王丽（反对留学）和张艺（支持留学）两封议论文信件，明确呈现双方核心论点、支撑理由及衔接词的使用。 Why：学生通过阅读能理解议论文的论证逻辑，掌握不同功能的衔接词；结合跨文化话题，拓宽文化视野，为后续议论文写作积累素材与结构模板。 How：文本以 “引言（引出话题 + 表明观点）— 论点（分点阐述 + 支撑理由）— 结论（总结观点）” 为脉络，运用 “although”“to begin with”“for example” 等衔接词，使论证逻辑清晰、层次分明。 学情分析 What I know：学生已掌握 “culture”“exchange”“advantage” 等基础词汇，对留学、语言学习等话题有初步认知；具备基本的阅读提取信息能力和简单写作能力，但对议论文的结构规范、衔接词的灵活运用仍需加强。 What I want to know：希望了解议论文的标准结构与论证方法；想学习如何用衔接词让写作逻辑更连贯，能就跨文化相关话题写出有论据支撑的观点。 What I learned：通过学习，将掌握议论文 “引言 — 论点 — 结论” 的完整结构，熟练运用 5 种以上不同功能的衔接词，能独立完成 80-100 词的议论文，辩证看待跨文化相关话题。 教学目标 语言能力：掌握让步、列举、举例、因果、总结类衔接词（如 although、to begin with、for example 等）；能按照 “引言 — 论点 — 结论” 结构，写一篇逻辑连贯的议论文（80-100 词）。 学习能力：学会从议论文文本中提取核心论点与支撑论据，分析衔接词的功能；通过小组互评，提升写作修改与评价能力。 文化意识：理解留学带来的文化交流价值与潜在挑战，树立开放包容的跨文化心态，认识第二语言学习的重要性。 思维品质：培养批判性思维，能辩证分析 “留学”“第二语言学习” 等话题，学会用具体论据支撑观点，建立严谨的论证逻辑。 教学重难点 教学重点：从信件中提取核心论点与支撑理由；掌握议论文 “引言 — 论点 — 结论” 的结构；熟练运用不同功能的衔接词。 教学难点：恰当运用衔接词构建连贯的论证逻辑；选择具体、有效的论据支撑观点，避免论证空洞。 教学资源 课件PPT，黑板、投影。 教学活动设计 教学过程 活动形式及步骤 活动意图 时间 学习理解 Lead in 话题导入：提问“你是否支持出国留学？”引发学生自由发言，快速切入议论文写作主题 OREO模型讲解：结合留学话题示例拆解Opinion- Reason- Elaboration- Opinion结构，介绍因果、举例、比较、让步+反驳4种论证方法 ●互动小练习：邀请学生尝试用OREO模型简单表述自己对留学的看法，完成初步认知巩固 10min Pre-writing Activity1 范文研读：呈现两篇家长关于留学的正反方观点信件，引导学生梳理信件中的OREO结构与论证逻辑 连接词归纳：分类总结观点表达、理由引出、论证拓展、总结重申四类常用连接词，讲解使用场景 ① Where are the two passages from? ② Who are the writers? ③ What theme are they talking about? ④ What is the text type of the two letters? A: narrative /ˈnærətɪv/ 记叙文 B: expository writing 说明文 C: argumentative essay 议论文 D: practical writing 应用文 答案： ①From local newspapers . ②Two parents: Wang Li and Zhang Yi ③Is studying abroad a good or bad idea? ④ C Activity2 Read and mark the structure. Passage1 答案： P1：opinion P2：elaboration(cause-effect+comparison) P3：elabortion(cause-effect) P4：elabortion(cause-effect) P5：opinion Passage2 P1：opinion P2：elaboration(cause-effect+example) P3：elabortion(cause-effect) P4：elabortion(cause-effect) P5：opinion Activity3 Summarize the connectors used to show the different parts of the argument in the letters. 答案： Activity4 Use the connectors to rewrite the sentences blow. as a result besides for instance that is to say 1. Students who want to study abroad must consider their parents’ budget. They should think about whether they can afford the costs of studying overseas. ______________________________________________________ 2. Studying abroad can put great pressure on young people. They may feel lonely and miss their families. ______________________________________________________ 3. Studying abroad will give students a good education. It also helps them to gain a global perspective. ______________________________________________________ 4. Global development strategies help to make connections between China and the rest of the world. Young people with language skills and strong cultural awareness are needed. _____________________________________________ 答案： 1. Students who want to study abroad must consider their parents’ budget; that is to say, they should think about whether they can afford the costs of studying overseas. 2. Studying abroad can put great pressure on young people; for instance they may feel lonely and miss their families. 3. Studying abroad will give students a good education; besides， it also helps them to gain a global perspective. 4. Global development strategies help to make connections between China and the rest of the world. As a result, young people with language skills and strong cultural awareness are needed. ●改写练习：完成连接词改写句子练习，核对答案并讲解易错点，强化学生对连接词的运用能力 15 min While-writing： 任务布置：告知写作任务：给犹豫是否留学的美国笔友David写邮件，用OREO结构给出至少3个理由 参考句式梳理：呈现话题引入、观点表达、总结收尾三类议论文常用句式，供学生写作参考 假定你是李华,你的美国笔友David最近在考虑是否要出国留学,他来信征求你的意见。请你就此用英语给他写一封电子邮件,阐述你的观点,并给出理由(不少于三个)。 Dear David, Hearing that you get the chance to study abroad, I feel so proud of you.____________________________________________. To begin with,_________________________________________ _____________________________.Moreover,______________________________________.Finally,__________________________________________________. All things considered,_________________________________. Yours, Li Hua Sentences for reference 1 1. We had a heated discussion about/on.... 我们就……进行了热烈的讨论。 2. Recently, …has brought about a heated discussion.最近，……引起了热烈的讨论。 3. There is a widespread concern over the issue that.... ……问题引起了广泛的关注。 人们对此有不同的看法。 4. Opinions concerning this hot topic vary from person to person. 5. People have taken different attitudes towards.... 6. People hold different opinions on this problem. Sentences for reference 2 支持： 1. Some/Most/Few of them hold the opinion that... 他们中的一些/大多数/少数人认为.....。 2. Some/Most/Few of them are in favor of/ for the idea that... 他们中的一些/大多数/少数人赞成……的观点。 反对： 3. People who are opposed to/ against the idea think that... 反对这个想法的人认为……。 4. However, the opposite side of the coin is ……. 然而；另一个相反的观点是…… Sentences for reference 3 1. As far as I am concerned,... ……就我个人而言 2. From my perspective,... ……在我看来 3. From my point of view,... ……在我看来 4. In my opinion,... ……依我所见 5. It’s my opinion that+句子. 我的看法是…… 6. Taking all factors into consideration, we may come to the conclusion that... 把所有的因素加以考虑，我们可以得出这样的结论……。 7. In a word, only through...can we have a bright future. 总之，只有通过……我们才能有一个光明的未来。 答案： Dear David,  Hearing that you get the chance to study abroad, I feel so proud of you. I’m writing to share my opinions on whether you should study abroad. To begin with, studying abroad offers you a great chance to experience different cultures and broaden your horizons. Moreover, you can improve your foreign language quickly by communicating with local people in daily life. Finally, living independently will help you learn to solve problems on your own. All things considered, it is a worthwhile choice if you are well-prepared. Hope my advice will be helpful to you. Yours, Li Hua  写作指导：学生独立写作过程中，教师巡堂指导，针对学生遇到的结构、语言问题提供个性化帮助 20 min 应用实践 Post-writing: 小组讨论：引导学生讨论“你更支持哪位家长的留学观点？为什么？”，借助给定表达框架梳理逻辑 范文展示：呈现参考范文，对比讲解写作中的亮点与可优化点，帮助学生对照调整自己的习作 Discussion: Which parent would you probably side with? Why? I would probably side with _______. From my perspective/personally speaking, __________________. In addition/moreover/furthermore, ______________. All in all，_______________. ●让学生将所学知识应用到写作中，提升写作能力。 25 min Assessment Editing steps: 1. Self-editing. 2. Exchange （交换） your writing with your partner and edition again. ●通过互评，让学生了解自身写作的优缺点，提升评价和修改作文的能力。互评引导：介绍评分清单的结构、语言两个评价维度，指导学生先自我修改，再进行同桌互改 10 min 迁移创新 作业内容 课堂总结：回顾OREO写作模型结构、常用连接词与论证方法，强化学生记忆 作业布置：课后完成写作任务：给犹豫是否来中国留学的英国笔友Eric写回复邮件，至少给出3个理由 作业设计意图 假定你是李华，英国笔友 Eric 正在犹豫毕业后是否来中国留学，写信向你征询建议。请给他回复邮件，阐述你的观点并列出至少三条理由。 注意： 词数 80 词左右； 行文连贯，可适当补充细节； 使用给定框架写作。 Dear Eric, Hearing that you are wondering whether to pursue further study in China, I’m glad to share my opinions. To begin with,___________________________________. Moreover,_____________________________.Finally,______________________________________________. All things considered, ______________________. Yours, Li Hua  答案： Dear Eric, Hearing that you are wondering whether to pursue further study in China, I’m glad to share my opinions. I sincerely recommend you study here if possible. To begin with, you can learn authentic Chinese and experience splendid traditional culture. Moreover, many top universities in China offer high-quality education with abundant learning resources. Finally, you can meet friendly students from all over the world and improve your communication skills. All things considered, it will be an unforgettable and rewarding experience. Hope my advice can help you make a wise choice. Yours, Li Hua  ●实现因材施教，让不同层次的学生都能在作业中有所收获，进一步掌握这节课写作的结构和要点，并提升语言应用能力,要求学生作业严格遵循OREO结构，正确使用连接词，下次课提交后完成互评与讲评 。 板书设计 Introduction: Introduce the topic + state the opinion Unit2 Bridging cultures Period 3 Using Language OREO Model O‑pinion → State your idea R‑eason → Give reasons E‑laborate → Cause / Example / Comparison / Counter‑argument O‑pinion → Restate your opinion Useful connectors State opinion: in my view, as far as I’m concerned Give reasons: to begin with, another factor Develop ideas: for example, therefore, although Draw conclusion: all in all, to sum up 教学反思 亮点：以 OREO 写作模型为抓手，落实输入内化输出教学链条；分层教学设计兼顾不同水平学生；读写结合，把跨文化思辨融入写作课堂；自评互评落实写作评价能力培养。 不足：部分学生容易出现连接词堆砌生硬；部分同学论据比较空洞，缺少细节；课堂时间有限，个别学生得不到充分一对一指导。 改进：后续可增加连接词填空、论据匹配专项小练习；提供更多跨文化论据素材库；可设置课后简短答疑，针对习作典型问题集中讲评。 9 / 10 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $