Unit 2 Bridging Cultures Using Language Express your opinions on studying abroad 教学设计（武汉本土情境·留学辩论信）-2026-2027学年高中英语人教版选择性必修第二册

Unit 2 Bridging Cultures — Period 4  Express Your Opinions on Studying Abroad

Teaching Plan

写作课 · 一句让步、一句主张 · 武汉素材卡 · 人教版2019选择性必修第二册

一、教材分析

本课是选择性必修第二册 Unit 2 Bridging Cultures 的第四课时，用的是 Using Language 里那两封同题对辩的信作范文。王丽是一对双胞胎女孩的母亲，认为对年轻人来说弊大于利；张毅是一个男孩的父亲，认为利大于弊。两封信的骨架其实一样：开头一句把争议摆出来并当场表态，中间一条一条上理由，最后一句收口。真正值得学生学的不是“四段式”，而是两个细节——让步放在哪里，收口怎么绕回立场。

这两处细节，学生写的时候全会走样：要么整封没有让步，读起来像喊口号；要么让步写成一整段，写完自己也忘了站哪边。所以本课把范文读薄，只读这两处，再让学生用武汉的材料写一封 120 词的信。

二、教学目标

1. 语言能力：能在一句里同时写出让步和主张（Although ... / ... , but ...），让步只占半句；能按“摆争议—排第一条—再添一条—收口”四个位置各选一个连接词；能写一封 120 词左右、立场前后一致的辩论信。

2. 思维品质：能给每条理由配一个具体的人和一件具体的事，并在例子后面补一句“这说明什么”；能预判对方最强的一条理由，承认它再拐回来。

3. 文化意识与学习能力：能说出留学与武汉这座城市的关系——出去、回来、留下都不是白走一趟；能用证据卡起草，用“圈出最弱一句”的方式互评。

三、教学重难点

教学重点

① 一句话写完“半句让步＋半句主张”，不喊口号也不骑墙；（对应 Step 2、4、6）

② 四个位置各放一个连接词，全文不少于四个且不重复；（对应 Step 3、4、6）

教学难点

① 例子后面要有一句“这说明什么”，不能只摆事实；（对应 Step 5-6）

② 让步是承认对方最强的一点，不是把对方的理由重复一遍。（对应 Step 2、4）

四、Teaching Procedures

Step 1: Lead-in — Three Shows of Hands (5 minutes)（铺垫难点①）

Teacher's Activity: Do not ask "Do you want to study abroad?". Ask three questions and count hands each time, writing the number on the board. Q1: "A free year at a German high school, all costs paid. Who would go?" Q2: "The same year, but your family pays 250,000 yuan. Whose family could afford it?" Q3: "After that year, who would come back to Wuhan to work?" Then ask: "We now have three numbers. What could each one do in a letter to a newspaper?" Students usually get there by themselves: the first number shows it is a real question, the second shows money is the wall, the third shows going out and coming back are not opposites. Tell them: today's letter starts with these three numbers.

Three questions, three numbers

选反方的学生一样有材料：第二问举手的人少，就是“经济压力”最硬的证据；选正方的学生用第三问——出去一年还愿意回武汉，说明出去不等于不回来。三个数字谁都用得上，不用抢。

【设计说明】导入先造数据，再讲道理。三个问题有顺序：第一问只问意愿，几乎全班举手，学生自己会承认“这是个真问题”；第二问加上钱，手一下少一大半，教室里那几秒安静比老师讲十分钟都有用；第三问把“出去”和“回来”放进同一

句话，正方的材料就有了。数字是学生自己举出来的，写进信里就是“我们班四十二个人，三十一个举手”，比 nowadays more and more students 有力得多。

Step 2: Part Ⅰ 只找让步句 (6 minutes)（铺垫难点②）

Teacher's Activity: The two letters have been read before. This time students do not look for reasons — they look for one thing only: where each writer admits the other side has a point. Give them four minutes to fill in four things: who, the half sentence that gives in, the half sentence that takes a side, the word in between. Then check: Wang Li's is "Although studying abroad can bring great benefits, I think the disadvantages for young people are greater"; Zhang Yi's is "There are certainly disadvantages, but in my opinion, the advantages are much greater". Ask which paragraph both are in — the first. Then send them back to Wang Li's fourth reason: "while studying abroad does have potential benefits, young people who study in China also have a great future". So a concession can sit at the end as well. Write the rule on the board: half a sentence, either end, never missing.

Part Ⅰ  Find the half sentence that gives in.

Wang Li gives in: ________________________  She takes a side: ________________________

Zhang Yi gives in: ________________________  He takes a side: ________________________

Wang Li's second concession, in her last reason: ________________________

Both concessions are in Paragraph ____ . Can a concession come at the end of a letter? ____

【设计说明】这一步只做一件事：把两封信读薄。以前讲两封信，学生要记三个理由、要背四段结构，记不住也用不上。这次只找“谁在哪一句让了半步”，四分钟全班都能找到，而且是学生自己发现的——让步还能放在最后一条理由里。让步句认出来了，后面写的时候才不会整封都在喊，也不会一整段让出去、把立场让没了。

Step 3: Part Ⅱ 三句主干 (6 minutes)（突破重点①）

Teacher's Activity: A 120-word letter only has room for three moves. Press the two letters into three lines: line one, the position with half a concession; lines two and three, one reason each with an example hanging on it; the last line, closing without adding a new reason. Have students underline Zhang Yi's close ("All in all, studying abroad helps to build character ...") and Wang Li's ("To sum up, one cannot deny the fact that ..."). Ask: do these sentences add a new reason? No — they only fold the letter back to the position. Put the three lines on the board and leave them there for the rest of the lesson.