（新外研社版）英語必修第三冊全冊大單元教學(xué)設(shè)計

新外研社版高中英語必修三

UnitlKnowingme,Knowingyou

Period1Startingout&Understandingideas

教學(xué)設(shè)計:

Bytheendofthisperiod,studentswillbeableto:

1.Observethepictureandidentifythepersonalitiesofthepeopledepictedinit;

2.Refleetonfromwhomyouseekhelpwhenencounteringchallenges;

3.1dentify(hekeystructureandcomprehendthemainideasoftwoletters;

4.Understandtheunit'sthemeandfacilitatethecultivationofpositiveand

appropriateconnectionswithothers.

教學(xué)重難點(diǎn):

1.Encouragestudentstoreadindependently,comprehendthekeyconcepts,and

acquireadditionalinformationindetails;

2.Guidestudentsiocultivatepositiveandappropriateinterpersonal

relationshipswithothers.

教學(xué)方法:

P-W-P教學(xué)法，Task-basedTeachingMethod

教學(xué)設(shè)計:

StepILead-in

Activity1Lookatthepicture

Lookatthepictureanddescribewhateachpersonisdoing.Talkaboutwhatkind

ofpersontheymightbe.

Suggestedanswers:

l.Heissittingalone.Helooksdisappointed.Hemaybeaquietperson.

2.Heiseagertohave/eatfood.Hemaybehungry.ltseemsthatheloveseating.

3.Heisquarrellingwithanotherguy.Helooksangry.Hemaybeshort-tempered.

4.Heistalkingwithsomepeopleexcitedly.Helooksdelighted.Hemaybe

friendly/outgoing.

5.Sheisofferingcakestoaguyhappily.Shelookshospitable.Shemaybeakind

girl.

6.Shehasbrokenacup.Shelooksfrightened.Shemaybeacarelessgirl.

Activity2Answerthequestion

Question:

Whowillyouturntoforhelpwhenyoufaceaproblem?

?friends

?parents

?teachers

?onlinefbrums

?noone—youprefertokeepthingstoyourself

?other_______________________

Suggestedanswers:

Students'ownanswers.

StepIIWhile-reading

Activity1Readforthemainidea

ReadthelettersandfindoutwhatkindofproblemsBenhasandwhoheturnsto

fbrhelp.

Activity2Completethediagram

Completethesentenceswithexpressionsfromthepassage.

Ben'sproblems

?IwasdisappointedwithmyteammatebecauseIfelt1.

byhim.

?Itoldmybestfriendthatmyteammatewastoblamcjust

2..

?Mybestfriend3..1don'tknowwhattodo.

AgonyAunt'ssuggestions

?Youshould4..Youneedtoworktogether,and

ihaimeans5.and

6..

?Tellyourbestfriendyou'reangrywithhimfbr7.

and8.,butthatyouwanttomoveon.

■Don't9.whenyou'reangry.Always

remember:10..

Suggestedanswers:

Activity1

Benfeltoneofhisteammateshaddisappointedtheentireteam,soheconfidedin

hisbestfriend.However,hisfriendendedupspreadingih?informationtoeveryone

else.NowBenisatalossfbrwhattodoandseeksadvicefromtheAgonyAunt.

Activity2

l.theteamwereletdov/n

2.toletoffsteam

3.wenlandtoldeveryoneelsewhatI'dsaid

4.apologisetoyourteammate

5.communicatingwitheachotherclearly

6.resolvingconflicts

7.repeatingwhatyousaid

8.makingthesituationworse

9.saytoomuch

lO.thinkfirst,speaklater

StepIIIPost-reading

Gothroughthetwoquestionsandthinkaboutthemindividually;andthenengage

ingroupdiscussiontoexplorethemfurther.

Questions:

l.WhatdoyouthinkofAgonyAunt'sadvice?Whatotheradvicewouldyougive

toBen?

l.Whatisyourunderstandingofthesaying“Looselipssinkships”？Doyou

knowanysimilarsayingsinChinese?

Suggestedanswers:

Students'ownanswers.

StepIVHomework

PleasewritealettertoAgonyAuntandtellheraboutthedifficultiesyouhave

beenfacingrecently.

Suggestedanswers:

Students'ownanswers.

評價量規(guī)

目標(biāo)達(dá)

學(xué)習(xí)目標(biāo)成評價等級

ABCD

Lookatthepicture,andanalysethepersonalitiesofthe

peopleinit;

Reflectonwhoyouturntoforhelpwhenencountering

problems;

Identifythekeystructureandunderstandthemainideaof

thetwoletters;

Understandtheunit'sthemeandformpositiveand

appropriateinterpersonalrelationshipswithothers.

教學(xué)反思

本節(jié)閱讀課旨在提升學(xué)生的閱讀技巧和思考能力。本節(jié)課通過圖片分析的方

式引出單元主題，并進(jìn)一步解析語篇內(nèi)容和脈絡(luò)設(shè)計。課文以書信的形式介紹了

同學(xué)們在相處中遇到的問題和建議。學(xué)生通過對課文的學(xué)習(xí)，能夠聯(lián)系自身實(shí)際、

深入思考并自主探究本單元主題意義。

UnitlKnowingme,Knowingyou

Period!UsingLanguage

教學(xué)目標(biāo)：

Bytheendofthisperiod,studentswillbeableto:

1.Identifyandsummarisetheformsandfunctionsof"-ed"asanadverbial

throughobservationandapplyitcorrectlyindifferentcontextsandsituations;

2.Comprchcndthegeneralideaoflisteningmaterialsandgatherspecificdetails

tocompletethetable;

3.Utilisephrasesformakingrequestsandrefusalseffectively;

4.Employtheappropriatestructuresfromlisteningmaterialstodescribethe

properapproachofmanaginginterpersonalrelationships.

教學(xué)重難點(diǎn)：

1.Guidestudentstograsptheformsandfunctionsof“-ed”asanadverbial

throughobservation,andapplyitaccuratelyinauthenticcontexts;

2.Assiststudentsinarticulatingtheproperwaytohandleinterpersonal

relationships.

教學(xué)方法：

Task-basedlanguageTeachingMethod

課時安排：

Oneperiod

教學(xué)過程設(shè)計：

StepILead-in

Activity1Lookatthesentencesandanswerthequestions.

a.Disappointedbyhisbehaviour,!saidallthistomybestfriend.

b.Approachedinthisway,yourfriendshipwillsoonberepaired.

l.Whowasdisappointedinsentence(a)?

Whatisapproachedinsentence(b)?

2.Whydoestheauthoruse-edinsteadof-inghere?

Activity2Comparethemwiththefollowingsentencesandanswerthe

questions.

c.BecauseIwasdisappointedbyhisbehaviour,!saidallthistomybestfriend.

d.Ifitisapproachedinthisway,yourfriendshipwillsoonberepaired.

3.Whatisthedifferencebetweenthetwogroupsofsentences?

4.Whydoestheauthorchoosetouse-edinsteadofanadverbialclauseinthe

readingpassage?

Suggestedanswers:

l.'T'wasdisappointedinsentence(a).

“Yourfriendship^^isapproachedinsentence(b).

2.Because-ingisusedwhentheactionisdonebythesubjectofthe

sentence,while-edisusedwhentheactionisdonetothesubjectofthe

sentence.Here,both“disappoint”and"approach“areactionsdonetothesubjects.

3.Sentences(a)and(b)contain-edasadverbialwhilesentences(c)and(d)

containadverbialclauses.

4.Because-edmakesthesentencesshorterandsoundmoreformalaswritten

language.

StepIIAnalysisandidentification

Activity1Rewritetheunderlinedsentenceswiththe-edform.

Laslweek,Annewasaltractedbyaparticulararticleinamagazine's。shebought

it.Threedaysagojocompleteherhomeworkquickly,shegrabbedthemagazinefrom

herdeskdrawerandcopiedpartofthearticlewithoutthinking.Herteacherwasvery

satisfiedwithherhomework.Annewaspraisedinclass,andshefelthappyaswellas

ashamed.Then.theteacherwantedtoenterherhomeworkintoawriting

comD&ition.Annewasshockedbyihedecisionanddidnotknowwhatlodo.Ifshe

toldthetruth.thewholeclasswouldfindoutandaccuseherofcheating.Theywould

lookdownonher.Ifshekepisilent,maybenoonewouldeverfindout...?

WhatshouldAnnedo?

Suggestedanswers:

l.Lastweek,attractedbyaparticulararticleinamagazine,Anneboughtit.

2.Praisedinclass,Annefehhappyaswellasashamed.

3.Shockedbythedecision,Annedidnotknowwhattodo.

Activity2Fillintheblanks.

過去分詞作狀語

1.過去分詞作狀語的意義

過去分詞作狀語，可以表示時間、原因、條件、讓步、方式或伴隨情況等。

過去分詞所表示的動作與主語之間構(gòu)成被動關(guān)系，表示被動或完成的動作,可位于

句首、句中或句末，相當(dāng)于狀語從句。

(1)作時間狀語時，相當(dāng)于when或while等引導(dǎo)的從句。

Eg.Seenfromthetopofthehilljheschoollookslikeabiggarden.

=WhenitisseenfromthetopofthehilLtheschoollookslikeabiggarden.

(2)作原因狀語時，可轉(zhuǎn)換為because,as或since等引導(dǎo)的從句。

Eg.Encouragedbytheteacher.thegirlwasveryhappy.

=Asshewasencouragedbytheteacher,thegirlwasveryhappy.

Thegirl,amazedatthesight,didn'tknowwhattosay.

^Becauseshewasamazedatthesight,didn'tknowwhattosay.

(3)作條件狀語時，可轉(zhuǎn)換為once,if或unless等引導(dǎo)的從句。

Eg.Takenaccordingtothedirections,thispainkillerhasnosideeffect.

=Ifitistakenaccordingtothedirections,thispainkillerhasnosideeffect.

(4)作讓步狀語時，可轉(zhuǎn)換為though,although或evenif等引導(dǎo)的從句。

Eg.Leftaloneathome,Jennydidn'tfeelafraidatall.

=Althoughshewasleft,Jennydidn'tfeelafraidatall.

(5)作方式或伴隨狀語。

Eg.Surroundedbyhisstudents,theteacherwentinto(helab.

2.過去分詞作狀語時，前面可以帶有相應(yīng)的連詞(或短語)

過去分詞作狀語時，前面可以帶有相應(yīng)的連詞(或短語)使表達(dá)的意思更明確,

如when,until,lhough,allhough,asif,as(hough,evenif,if,unless,once等，構(gòu)成“連詞+過

去分詞”結(jié)構(gòu)，相當(dāng)于狀語從句的省略，除了before和after(before和after在此用法

中是介詞)。

Eg.

?Evenif(Iam)invited,!won,ilakepaniniheparly.

?When(theyare)exposedtolight,potatoeswillturngreen.

?Afterbeingheated(heat),waterboils.

?Beforebeinginterviewed(interview)forthejob,youhavetotakealanguage

test.

3.形容詞化的過去分詞作狀語

有些動詞的過去分詞已經(jīng)形容詞化了，在句中作狀語時常說明主語存在的狀態(tài)，如

amazed,annoyed,delighted,disappointed,embarrassed,excited,interested,moved.satisfie

d,shocked,exhausled,womout等。

Eg.

?GrandpaLin,deeplymoved,thankedhimagainandagain.

?Frightened,thegirldidn'tdaretosleepaloneinherroom.

4.用分詞作狀語的方式翻譯下列句子

(1)我和父親正坐(seat)在桌旁討論著我的工作問題。

(2)面對(face)困難，我們必須設(shè)法去克服。

⑶由于對他所做的事情很滿意(satisfy),老師在課堂上表揚(yáng)了他。

Suggestedanswers:

(1)Seatedatthetable,myfatherandIweretalkingaboutmyjob.

(2)Facedwith/Facingdifficulties,wemusttrytoovercomethem.

(3)Satisfiedwithwhathedid,theteacherpraisedhiminclass.

Activity3Readtheplotsummaryandchoosethecorrectformofthe

words.

InsideOutisananimatedfilmaboutthefiveemotionsofagirlcalled

RileyJoy,Sadness,FeanDisgustandAnger.Influencing^Influencedmainlyby

Joy,mostofRiley'smemoriesarehappyones.

Believing/BelievedthatsheisRiley'smostimportantemotion,Joyalwaystries

totakeIhelead.Preventing/PreventedfromplayingherroleinRiley'semotional

developmenuSadnessfeelsannoyed.WhenRileymovesioanewcity,shehasahard

timeadjustingtohernewsurroundings.Sadnesswantstodoherdutybutbyaccident

causesthelossofRiley'shappycorememorieswithJoy.Nowseparating/separated

fromherfriendsandherbelovedhockeyteam,Rileystartstofeellostandhelpless,and

wantstorunawayfromherparentsandnewschool.Worriedabouther,Joyand

Sadnesstrytoworktogethertoensureshegetshercorememoriesback.

Eventually,realising/realisedthateveryemotionhasarolejoyunderstandsitis

okayforRileytofeelsadsometimes.AcceptingsadnessaspartoflifehelpsRileydeal

withtheemotionalcomplexityofgrowingup,andsettledowninhernewlife.

Suggestedanswers:

Infliienced\Believin^Prevented\separated\realisin^

Activity4Readthetipsandunderlinethewordsthatdescribebehaviour

towardsothers.

1TrytoforgivenomeoaewhentkyapologiM.irs

no<easyforan)x)nctosiywrry.

andhealth/

2notagoodideatocriticisesomeoneinfront

ofoZaThiscaiMCetnb<&rrAliment.

h*sinponanttocelltWtruth.Don'tlie.

4Don'tjudgefomcoactooquickly.It

Suggestedanswers:

l.forgive;apologiseZ.crilicise3.lie4.judge;understand5.complain

StepIIIListening

Activity1Sayingnopolitely

Activity2Listentothreeconversationsandmatchthemtothepictures.

Suggestedanswers:

Activity1略

Activity2

Picturea:Conversation2

Pictureb:Conversation3

Picturec:Conversation1

Activity3Listenagainandcompletethetable.

RequestRefusal

TinahastoleaveherflatKerrythinksthat2.________________is

11.______________.Shewantstoolong.Tinaiswelcometostayfor

tostayatKerry'splace.3.________________________.

MikeinvitesRyanto4.Ryancannotcome,becausehehasto6.

2

on5.______________.toNewYorkattheweekend.

JanewouldliketoseeBeckyrefusesbecauseshethinksitisbetter

3Becky's7.___________forforJaneto

someideas.8._______________________________.

Suggestedanswers:

1nextweek2.onemonth3.afewdays4.comet(itheparty5.Saturday

6.prepareforthetrip7.project8.doherprojectbyherself

評價指標(biāo)優(yōu)良中差

評評評

能夠準(zhǔn)能夠部

能夠基未能理

確理解主旨分理解主旨

本理解主旨解主旨要義，

主旨要要義,快速準(zhǔn)要義,不能準(zhǔn)

要義,準(zhǔn)確匹未能準(zhǔn)確匹

義確匹配對話確匹配對話

配對話內(nèi)容配對話內(nèi)容

內(nèi)容和圖片內(nèi)容和圖片

和圖片信息和圖片信息

信息信息

能夠準(zhǔn)

獲取事

確獲取對話能夠基能夠部

實(shí)性的未能獲

細(xì)節(jié)（如何禮本獲取對話分獲取對話

具體信取對話細(xì)節(jié)

貌要求或拒細(xì)節(jié)細(xì)節(jié)

息

絕別人）

對所聽能夠?qū)δ軌驅(qū)δ軌驅(qū)ξ茨軐?/p>

內(nèi)容做所聽內(nèi)容做所聽內(nèi)容做所聽部分內(nèi)所聽內(nèi)容做

出推斷出準(zhǔn)確推斷出基本推斷容做出推斷出推斷

理解說

能夠準(zhǔn)能夠基能夠部未能理

話者的

確理解說話本理解說話分理解說話解說話者的

意圖、觀

者的意圖、觀者的意圖、者的意圖、觀意圖、觀點(diǎn)

點(diǎn)或態(tài)

點(diǎn)或態(tài)度觀點(diǎn)或態(tài)度點(diǎn)或態(tài)度或態(tài)度

度

StepIVDiscussion

Workinpairs.Actouttheconversationaboutaskingforafavourand

refusingpolitely.

StudentA:TumtoPage105.

StudentB:TuintoPage109.

□Usefulexpressions

?Haveyougotaminute?

?Oh,youmean...?

?Um,notexactly...

?I'mafraid...

?Well,thethingis...

?Ithinkitwouldbebetterto...

?Iwasjustwonderingifyoucould...

?Butmaybe...

□Learningtolearn

Ifyouhavetosaynotoarequest,yourrefusalwillsoundmorepoliteifyou

beginwithastatementofregret,suchasI'msony...J'dreallyliketo,but...Then

explainwhyyouranswerisno,egI'mreallybusyrightnowAfpossible,suggestan

alternative—Howaboutnextweek?

StepVHomework

Activity1語法專練

(1)(catch)inaheavyrain,hewasallwet.

(2)(determine)tobeadmittedintoPekingUniversity,hespared

noeffortstostudyhard.

(3)Thehunterwalkedslowlyintheforest,(follow)byhiswolfdog/

(follow)hiswolfdog.

(4)Ericwalkedalongthestreet,(lose)inthought/(lose)

himselfinthought.

(5)(equip)withgoodknowledge,hehasabrightfuture.

(6)(remind)nottomisstheflightat15:20,themanagersetout

fortheairportinahurry.

(7)(see)from(hewindowsoftheclassroom,ourschoolisbeautiful.

(8)(see)fromthetopofthetower,wecanseeaseaofflowersat

thesouthfootofthemountain.

(9)(devots)toherwork/(devote)herselftoher

work,shehasnotimetotravel.

(10)(attract)bythebeautyofnature,thegirlfromLondondecided

tospendanothertwodaysonthefarm.

(1l)When(ask)aboutit,shecouldhardlyholdbackhertears.

(12)If(separate)fromhisbestfriendsforalongtime,thelittle

boywillfeellonely.

(13)Though(beat)bytheoppositeteam,theplayerswerenot

discouraged.

(14)Greatly(inspire)bywhathesaid,wearedeterminedtostudy

hard.

(15)(look)backonallthosedifficulttimesinthepast,Ivycould

nothelpbutletoutasigh.

Activity2翻譯句子

1.受他的影響(influence),越來越多的人喜歡上了戶外活動。

2.泰山位于（locale）口東省，一直是著名的旅游景點(diǎn)。

3.多給(give)這個男孩一些鼓勵的話,他能夠表現(xiàn)得更好。

4.經(jīng)常進(jìn)行(carryout)適量運(yùn)動的話，我們的健康狀況可以得到改善。

Suggestedanswers:

Activity1

1.Caught2.Determined3.followed;following4.1ost;losing5.Equipped

6.Reminded7.Seen8Seeing9.Devoted;Devoting10.Attracted11.asked

12.separated13.beaten14.inspired15.Looking

Activity2

1.Influencedbyhim,moreandmorepeoplefellinlovewithoutdooractivities.

2.LocatedinShandongProvince,MountTaihasbeenafamoustouristattraction.

3.Givenmoreencouragementjheboycouldhavebehavedbetter.

4.Properamountsofexercise,（iDcarriedoutregularly,canimproveourhealth.

StepVI語法評價量規(guī)

英語語法（過去分詞作狀語的用法）評價量表

評

價

優(yōu)良中差

指評評評

標(biāo)

基本未

居能準(zhǔn)確理能基本理能部分理

能把握過去

本解和把握過去解和把握過去解和把握過去

分詞作狀語

概分詞作狀語的分詞作狀語的分詞作狀語的

的概念和意

念概念和意義概念和意義概念和意義

義

基能夠非常能夠基本能判斷部基本未

本準(zhǔn)確地判斷表上判斷表示時分表示時間、能判斷表示

結(jié)示時間、原因、間、原因、條件原因、條件和時間、原因、

構(gòu)條件和讓步的和讓步的句型讓步的句型條件和讓步

句型的句型

能夠在大在較少的

能夠精準(zhǔn)未能在

部分情況下正情況下，能夠正

應(yīng)地識別文章中文章中識別

確地識別文章確識別文章中

用過去分詞作狀過去分詞作

中過去分詞作過去分詞作狀

語的用法狀語的用法

狀語的用法語的用法

能夠在作

能夠在作能夠在作在作文

文中非常自

遷文中較為恰當(dāng)文中使用過去中基本上不

如、恰當(dāng)?shù)厥?/p>

移地使用過去分分詞作狀語，但會使用過去

用過去分詞作

詞作狀語是錯誤較多分詞作狀語

狀語

教學(xué)反思:

本版塊包括語法部分Ydasadverbial（-ed作狀語）、詞匯部分、Interpersonal

relationships（人際交往）和聽說部分Sayingnopolitely（如何禮貌地表達(dá)“拒絕”）。

語法部分旨在引導(dǎo)學(xué)生通過對課文的學(xué)習(xí)，了解-ed作狀語的用法。在學(xué)生對過

去分詞已有掌握的基礎(chǔ)上，總結(jié)規(guī)律，對比分詞作狀語和常規(guī)表達(dá)的異同，鼓勵

學(xué)生在真實(shí)語境中運(yùn)用該語法項(xiàng)目進(jìn)行表達(dá)和寫作訓(xùn)練。詞匯部分則呈現(xiàn)了更多

與人際交往相關(guān)的詞匯，引導(dǎo)學(xué)生恰當(dāng)處理人際交往中遇到的不同情形。

新外研社高中英語必修三

UnitlKnowingme,Knowingyou

Period3Developingideas教學(xué)設(shè)計

教學(xué)目標(biāo)：

Bytheendofthisperiod,studentswillbeableto:

l.Getthemainideaofthetextandhaveabetterunderstandingof“LittleWhite

Lies”；

2.Understandthestructureandstylisticfeaturesofanessayandimproveyour

thinkingskillsaswellaslanguageuseabilities;

3.Learntoanalyseandsolveproblemsinreallifebyusingproperevidencesto

supportyourideas.

教學(xué)重難點(diǎn)：

Master(heskillsofdiscourseanalysisandappreciatethebeautyoflanguage.

教學(xué)方法：

P-W-P教學(xué)法，Task-basedTeachingMethod

StepILead-in

Lookatthepictures.WhatwouldyousayifyouwerestudentB?

Suggestedanswers:

B:Oh,sorrytohearthat.ButIdidnobetterthanyou.

B:Comeon.Actuallyyoudidwell.Ididworsethanyou.

B:Well,Ididjustso-so.

StepIIWhile-reading

Activity1Readforthemainidea

ReadthepassageandEndoutthemeaningof'whitelies”.

Suggestedanswer:

Whiteliesarelittleliesthatwetelltoprotectothersfromthetruth.

Activity2Readfordetailedinformation

Completethediagramwithinformationfromthepassage.

Introduction

Wcknowlyingiswrong,sowhydowelellwhitelies?

Mainbody

Reason1Reason2Reason3

Tomakeothers

Example⑴Examplc(s)

Someone'scooking_

Someone,shaircut_____

AnalysisAnalysis

PerhapswclietoprotectPerhapsyourfriendwantsPerhapsyourparents.

ourselves_____________

Perhapstheyneedtoknow

Conclusion

Evenwhiteliesmayhaveresultswecannotpredict.

So_______________________________________________

Learningtolearn

Anessayusuallyconsistsofthreeparts:introduclion,mainbodyand

conclusion.Startwithanintroductionthatcontainstheaimsandanoverviewofthe

essay.Themainbodyofanessayisaseriesofparagraphsthatexploreanddevelop

yourargument.Theconclusioncontainsasummaryofyourideas-donotintroduce

anynewmaterialhere!Endyouressaybylinkingyourconclusionbacktotheessay

title.

Suggestedanswers:

Introduction

Wcknowlyingiswrong,sowhydowetellwhitelies?

Mainbody

Reason1Reason2Reason3

TomakeothersfeelTogiveToDrotcctothers

better.cnccuuagcmcnt.frombadnews.

Example(s)Example(s)Example(s)

Someone'scookingaYousavyourfriend'sYou'vehada

mealfbrusthatwcdon'tsingingisbadday.biuyouhide

like.Themajorityofusdon'twonderful,despitesecretlyyouu[carsandlie2

tell[he【ru【hwclieand鄧Ihinkingthat\curcatcznyouu[)a「cn【s【hntyour

thatthefbodis“delicious''.singbetter.daywas"fine".

Someone'shaircutisAnalysisAnalysis

awfbLbutwesay"Il'sgreal!”.PerhapsyourfriendPerhapsyour

Analysiswantssomefraokparentswouldwarnto

Perhapswelietoprotectccmmenlsfromyousoihatlislen1。younnd

ourselvesfromiheIheycanimprove.undcrslnndvouu

disappoinlmcniandunqcrofPerhapstheyneedtofeelings.

UlllClh.knowUialihcyshouldluuk

adifferenlhobby.

Conclusion

Evenwhiteliesmayhaveresultswecannotpredict.Sowcshouldnotlies

eveniftheyarewhitelies.

Honestyisaninworlanl\alueandlyingiswrong.

Thinkandshare

Oh,whatatangledwebweweave,Whenfirstwepractisetodeceive!

l.Whatdoesthe"web"inthepoemrepresent?

2.Whatwouldyoudointhesituationsdescribedinthepassage?

3.Whatdoyouthinkisthedifferencebetweenalieandawhitelie?

4.Howwouldyoufeelifyouweretoldawhitelie?Shareyourexperiencewith

theclassifthishashappenedtoyou.

Suggestedanswers:

Litrepresentsacomplicatedsituation,inwhichoncewetellalie,wehaveto

continuetotellmoreotherliesinordertocoverthepreviousones.

2.Students'ownanswers.

3.Alieistoldtocoverthetruthinordertobenefityourself,whichcanbeharmful

toothers.Awhitelieistoldtoavoidhurtingothers,withoutbadintention.

4.Students'ownanswers.

StepIIIPost-reading

Groupwork:Giveatalkontheimportanceofhonestyfollowingthestepsbelow.

?Explainwhathonestyis.

?Givereasonsfbrtheimportanceofbeinghonest.

?Supportyourreasonswithexamples.

?Endwithyourconclusion.

StepIVHomework

Languagepointsandtranslation

l.Moreovenhowyoufeelifyoudiscoveredthatthepeopleclosest

toyou(hide)thetruthfromyou?

【翻譯】而且，當(dāng)你發(fā)現(xiàn)身邊最親近的人在對你隱瞞真相時，你又會有怎樣的

感受呢？

【解析】本句表示與現(xiàn)在事實(shí)相反的情況,所以使用虛擬語氣。if引導(dǎo)的與

現(xiàn)在事實(shí)相反的虛擬條件句時態(tài)常用一般過去時(be用were),主句時態(tài)常用

“would/should/could/might+動詞原形

【活學(xué)活用】

(1)如果我是你,我會抓住這次參賽的機(jī)會。

(2)如果有更多的時間、我就會幫你學(xué)英語了。

2.Themore(depend)youare,thebetteryourlifewillbe.

【翻譯】你越獨(dú)立，你的生活就會越好。

【解析】本句為“the+比較級,the+比較級”結(jié)構(gòu)、表示“越，就越……

【活學(xué)活用】

(1)你說英語越多，你的英語就會越好。

(2)汽車動力越強(qiáng)，就越難操控(handle)。

StepV評價量規(guī)

目標(biāo)達(dá)

學(xué)習(xí)目標(biāo)成評價等級

Getthemainideaofthetextandhaveadeeperunderstanding

oftheconceptof“LittleWhiteLies”;

Analysethestructureandstylisticfeaturesofanessayto

enhancecriticalthinkingskillsandlanguageproficiency;

Developproblem-solvingskillsandselectappropriate

evidencetosupportargumentsinreal-lifesituations.

Suggestedanswers:

l.would;hadbeenhiding

(l)IfIwereyou,Iwouldtake/seizethisopportunitytoparticipateinthe

competition.

(2)IfIhadmoretime,IwouldhelpyoulearnEnglish.

2.independent

(1)ThemoreyouspeakEnglish,thebetteryourEnglishwillbecome.

(2)Themorepowerfulthecaris.themoredifficultitistohandle.

教學(xué)反思：

本篇課文是圍繞“善意的謊言''展開論述的議論文。文章結(jié)構(gòu)清晰，邏輯嚴(yán)謹(jǐn),

從三個方面分別論述了“為什么即使是善意的謊言也會造成嚴(yán)重的危害”這一話

題，從而引發(fā)學(xué)生對誠實(shí)的深度思考。通過完成問答、填寫表格、小組合作等活

動任務(wù)的實(shí)施，使學(xué)生理解并掌握議論文的文章結(jié)構(gòu)和觀點(diǎn)論述方法，從而進(jìn)一

步對認(rèn)識自我、尊重他人及維護(hù)良好人際關(guān)系等問題產(chǎn)生新的思考。

新外研社高中英語必修三

UnitlKnowingme,Knowingyou

Period4Presentingideas教學(xué)設(shè)計

教學(xué)目標(biāo)：

Bytheendofthisperiod,studentswillbeableto

1.Analysingthegivenpassagethroughtextanalysispatternandtofinish

continuationwriting;

2.