Unit+1+Knowing+Me,+Knowing+You+Developing+ideas+Little+White+Lies 高中英語(yǔ)外研版（2019）必修第三冊(cè)

IfyouwereStudentB,howwouldyourespondtothequestion?Leadin

Unit1Knowingme,knowingyouLittleWhiteLiesHowdoyouunderstandthetitle?KeyquestionforthelessonOpinion/IntroductionReasonsReasonsConclusionAnEssayMainbodyIntroductionConclusion4ReadingStrategiesMatchtheparagraphswitheachpart.Fast-readingIntroductionReasonsReasonsReasonsConclusion1.Whichsentenceisusedtointroducethetopic?2.Whatdopeoplenormallythinkoflies?3.Whatarewhitelies?Readpara1-2andanswerthequestions6Detailed-readingWhydoestheauthorusethequotationofScottishpoetry？Useaquotation1.Whichsentenceisusedtointroducethetopic?messyWalterScoot；awell-knownScottishhistoricalnovelistandpoetA.showtheauthorityB.attractreaders’interestC.introducethetopicD.AllabovewhLittleWhiteLies2.Whatdopeoplenormallythinkoflies?3.Whatarewhitelies?Detailed-readingsmallIntroduction

Weknowlyingiswrong,butwhydowetellwhitelies?main

bodyReason1Reason3

Reason2

LittleWhiteLiesTomakeothersfeelgreat.Toencourageothers.Toprotectothersfrombadnews.Howdoestheauthorsupportthereasons?UseExamples.cooking;haircutFurtheranalysis.＋lietoprotectourselvesfromthedisappointmentandangerofothers.Yourfriend’ssingingis“wonderful”.wantsomefrankcommentsfromyousoastoimproveYourdaywas“fine”.wantsomefrankcommentsfromyousoastoimprovewanttolistentoyouandunderstandyourtruefeelingsWhatisthetopicsentenceinpara8?Readpara8andanswerthequestions10GoingbacktoWalterScott'slines,wemayfindevenwhitelieshaveresultswecannotknowinadvance.goodresultsorbadresults?badresultsHowdoestheauthorsupportthetopicsentence?Bygivingexamples.Detailed-readingBesidesgivingexamples,whatotherwritingmethodsareusedhere?11RaisingQuestions&rhetoricalquestion(修辭性問(wèn)句).UsingSubjunctivemood(虛擬語(yǔ)氣).Parallelism(排比).Whatistheauthor'sattitudetowardswhitelies?Disapproving.Detailed-readingWhydoesn'ttheauthorpresentthemdirectly?Toinspirereaderstothink.perhapsIfyouwanttosharenewideasIfyouwanttosuggestsomethingdifferentIfyouarenotsosureaboutacertainideaIntroduction

Weknowlyingiswrong,sowhydowetellwhitelies?main

bodyconclusionEvenwhiteliesmayhaveresultswecannotpredict.So____________________________________________________________________________________________.weshouldnottelllieseveniftheyarewhitelies.HonestyisanimportantvalueandlyingiswrongReason1Reason3

Reason2

examples+analysisexamples+analysisexamples+analysisLittleWhiteLiesno

Unit1Knowingme,knowingyouLittleWhiteliesThoughwhiteliesdonotmattermuch,weshouldsaynotothem.

Howdoyouunderstandthetitle?If

wetellwhitelies,whatarethebadresults?Post-readingbadresultsothersselfgetconfusedfailtoimprovevain;stubborn...dishonestyhardtotellrealandunreallosetrust...

Whatdoyouthinkofwhiteliesnow?Post-reading

nowhiteliesKnowingme,knowingyou.thekeytokeepinggoodrelationshipBetruetolifeMeWeBehonesttoyourselfBegenuinetopeopleBesinceretoyourchoicesWhatcanyoulearnfromtheessay?Post-readingLittleWhiteLieshowanessayisorganizednowhitelieswritingmethodswritingpurpose...

IfyouwereStudentB,whatwouldyousaynow?Post-readingMakeadialoguewithyourpartner.HomeworkattentionyourSeanXThanksfor教材版本：外研版（2019）年級(jí)：高一課型：Reading具體授課內(nèi)容：

必修第三冊(cè)

Unit1Knowingme,knowingyou.Developingideas LittleWhiteLiesStudentsAnalysis3TeachingObjectives4ImportantandDifficultPoints5TeachingandLearningMethods6TeachingProcedures7BlackboardDesign8TeachingReflection9TeachingMaterialsAnalysis2

Theoreticalbasis1Contents教學(xué)準(zhǔn)備1.Theoreticalbasis

todevelop

corecompetencies

throughActivity-based

EnglishLearningApproachbasedontheconceptofbigideas

英語(yǔ)學(xué)科核心素養(yǎng)

英語(yǔ)學(xué)習(xí)活動(dòng)觀遷移創(chuàng)新應(yīng)用實(shí)踐學(xué)習(xí)理解

大概念teachingphilosophyNewEgnlishCurriculumCriteria學(xué)情分析指導(dǎo)思想語(yǔ)篇分析教學(xué)流程教學(xué)反思學(xué)習(xí)目標(biāo)學(xué)習(xí)理解類感知與注意獲取與梳理概括與整合描述與闡述分析與判斷內(nèi)化與應(yīng)用推理與論證批判與評(píng)價(jià)想象與創(chuàng)造integrated,relevantandpracticaltheme-basedactivities應(yīng)用實(shí)踐類遷移創(chuàng)新類基于語(yǔ)篇建構(gòu)知識(shí)深入語(yǔ)篇轉(zhuǎn)化能力超越語(yǔ)篇形成素養(yǎng)1.Theoreticalbasis1.TheoreticalbasisThematiccontext:

humanandsocietyUnittheme:howtobuildandkeepgoodinterpersonalrelationshipUnit1Knowingme,knowingyou2.TeachingMaterialsAnalysis認(rèn)識(shí)自我;完善自我了解他人認(rèn)識(shí)人際交往中的恰當(dāng)行為；養(yǎng)成“thinkbeforewespeak”的習(xí)慣（2課時(shí)）正確處理人際關(guān)系的方法（1課時(shí)）正確對(duì)待人際交往中的謊言（1課時(shí)）理解人際交往的箴言，聯(lián)系自身（1課時(shí)）SO&UIULDIPI大觀念小觀念單元目標(biāo)教學(xué)內(nèi)容Project:Creating:Settingupaproblemsolvingworkshop(1課時(shí))維持人際關(guān)系Comeupwithmoretipstokeephealthyrelationships.Deliveraspeechonopinionsonwhitelies.Actouttheinterview.作業(yè)設(shè)計(jì)學(xué)生活動(dòng)學(xué)習(xí)評(píng)價(jià)Pair-work:Howtokeephealthyrelationships.AnInterview:Toshowhowtheyunderstandthesequatations.Group-work:Shareideasonwhitelies.生生互評(píng)教師評(píng)價(jià)：內(nèi)容、語(yǔ)言、結(jié)構(gòu)生生互評(píng)：內(nèi)容、語(yǔ)言、綜合表現(xiàn)生生互評(píng)：內(nèi)容、語(yǔ)言、綜合表現(xiàn)Writing:Anletterofadvice.生生互評(píng)：內(nèi)容、語(yǔ)言、綜合表現(xiàn)認(rèn)識(shí)自我和他人，建立良好人際關(guān)系Polishthewriting1.Startingout2.Understandingideas3.Usinglanguage4.Developingideas5.Presentingideasself;othershealthyrelationship2.TeachingMaterialAnalysis2.TeachingMaterialsAnalysisThemeoftext:nowhiteliestokeephealthyrelationshipkeyfactor文本分析主題意義語(yǔ)篇類型文體結(jié)構(gòu)語(yǔ)言修辭

作者意圖WhyhowWhat2.TeachingMaterialsAnalysisTodemonstratetheharmessoftellingwhitelies.Todiscuss

thereasonsforwhileliesanddisapprove.Usingquatations:

Listingexamples:theexperienceSubjectiveMoods:thechangeoffeelingsRaiseaquestion---analysethequestion---drawaconclusionThematiccontext:humanandsociety,Topic:

LittlewhiteliesType:essayContent:Bypresentingexamplesandotherwritingmethods,theauthortriestoadviseustoavoidwhiteliesintherelationship.AbilitiesProblemsSolutions

Language

levelinterestedinthetopiceagerforknowledgelowerlevellanguagelearnerspairworkgroupwork

Languageabilitybasicreadingskillstimecluefactualinformationexpresssimplyshortofvocabularylacktheabilityofsummarizingandintegretinginformationanalysingandinferringexpressinglogicallyandcreativelyhaveproblemsindeepunderstandinginformationstructurechartknowledgestructurechart

questionchainTopicknowledge

familiarwithwhiteliesandhaverelevantexperienceunsystematicknowledgeknowlittleabouthowanessayisorganizedanditswritingmethodsexploretheessaywiththehelpofachainofquestions

3.StudentsAnalysisTargetstudents:thefirstyearstudents通過(guò)本節(jié)課的學(xué)習(xí)，學(xué)生能夠：1.通過(guò)讀懂圖示和關(guān)鍵句，迅速理解作者的核心觀點(diǎn)；2.通過(guò)分析作者的闡述邏輯，理解文章結(jié)構(gòu)，獲取文本所傳遞的核心價(jià)值；3.通過(guò)品讀語(yǔ)言，辨證思考，提出自己的看法；4.通過(guò)引導(dǎo)學(xué)生結(jié)合真實(shí)生活情境，提升人際溝通交往能力。4.TeachingObjectives4.TeachingObjectives

理解作者的情感態(tài)度，了解作者的論證方法，并形成自己的觀點(diǎn)；通過(guò)分析作者的闡述邏輯，理解文章結(jié)構(gòu)，獲取文本所傳遞的核心價(jià)值。激發(fā)深度思考，提升思維品質(zhì)，能結(jié)合實(shí)際討論問(wèn)題，并能用英語(yǔ)表達(dá)清楚自己的觀點(diǎn)。應(yīng)用與實(shí)踐遷移與創(chuàng)新教學(xué)重點(diǎn)教學(xué)難點(diǎn)5.Important&DifficultPoints6.TeachingMethodsTeachingMethodsTask-basedlanguageTeachingSituationallanguageTeachingCommunicativelanguageteachingLead-inLittleWhiteLies7.TeachingProceduresActivity5ReadforwritingmethodsActivity6Readforlanguage應(yīng)用實(shí)踐遷移創(chuàng)新學(xué)習(xí)理解感知與注意獲取與梳理描述與闡釋內(nèi)化與應(yīng)用想象與創(chuàng)造Activity7ReadforwritingpurposeActivity8SolvethekeyproblemandconnectitwiththebigconceptActivity9ThinkandshareActivity1LeadinActivity2ReadingStrategies

3.While-reading20’2.Pre-reading4’4.Post-reading15’5.Assessment2’1.Leadin3’Activity3ReadforstructureActivity4Readforfacts

概括與整合分析與判斷內(nèi)化與應(yīng)用6.Homework1’鞏固遷移反思調(diào)整CompleteachecklistWriteaspeechI.LeadinLearnandunderstandActivity-PerceiveandNoticepurpose1.Topresentthekeyquestiontobeexplored.2.Toexposestudentstothetopicwiththehelpofareal-lifesituation.學(xué)習(xí)理解類II.Pre-readingLearnandunderstandActivity-PerceiveandNoticepurposeTohelpstudentsgetbasicknowledgeaboutanessaysoastofacilitatereading.III.While-reading—Readingforstructure

LearnandunderstandActivity-PerceiveandNoticepurposeToprepareforsortingoutbasicinformationinstructure。III.While-reading—ReadfordetailsLearnandunderstandActivity-AcquireandSortpurposeTodevelopstudents’abilityofextractinginformationfromanessay.smallReadpara3to7tofindthereasons.Reason1Reason2

Reason3Tomakeothersfeelgreat.Toencourageothers.Toprotectothersfrombadnews.Howdoestheauthorsupportthereasons?UseExamples.cooking;haircutFurtheranalysis.＋lietoprotect...disappointment/angerLearnandunderstandLearnandunderstandActivity-AcquireandSortpurposeTodevelopstudents’abilityofacquiringinformationfromanessayandsortitout.Whatisthetopicsentenceinpara8?Readpara8andanswerthequestions40GoingbacktoWalterScott'slines,wemayfindevenwhitelieshaveresultswecannotknowinadvance.goodresultsorbadresults?badresultsHowdoestheauthorsupportthetopicsentence?Bygivingexamples.LearnandunderstandBesidesgivingexamples,whatwritingmethodsareusedhere?41RaisingQuestions&rhetoricalquestion(修辭性問(wèn)句).UsingSubjunctive(虛擬語(yǔ)氣).Parallelism.(排比)Whatistheauthor'sattitudetowardswhitelies?Disapproving.Whydoesn'ttheauthorpresentthemdirectly?Toinspirereaderstothink.LearnandunderstandIntroduction

Weknowlyingiswrong,sowhydowetellwhitelies?main

bodyconclusionEvenwhiteliesmayhaveresultswecannotpredict.So____________________________________________________________________________________________.weshouldnottelllieseveniftheyarewhitelies.HonestyisanimportantvalueandlyingiswrongReason1Reason3

Reason2

examples+analysisexamples+analysisexamples+analysisLittleWhiteLiesnoIV.Post-readingApplyandpracticeLearnandunderstandActivity-Describeand

Interprete,initializeandapplypurpose1.Todeeplyunderstandtheauthor’swritingpurposeandintention.2.Toformareasonableunderstandingofthetitle.

Thoughwhiteliesdonomattermuch,weshouldsaynotothem.

Howdoyouunderstandthetitle?IV.Post-readingApplyandpracticeLearnandunderstandActivity-Describeand

Interprete,initializeandapplypurpose

Toguide

Sstothinkbeyondthelines.If

wetellwhitelies,whatarethebadresults?BadResultsothersselfgetconfusedfailtoimprovevain;stubborn...dishonestyhardtotellrealandunreallosetrust...TransferandcreateApplyandpracticeLearnandunderstandActivity-Imagineandcreate

Whatdoyouthinkofwhiteliesnow?

nowhiteliesKnowing