Unit1KnowingmeKnowingyouUnderstandingidea教学设计-高中英语

成都市实验外国语学校五龙山校区英语学科教学设计姓名___________教学基本信息课题名称Littlewhitelies授课时间2022.12.12教师姓名余润学生年级高1课时1课型Reading一、教学分析设计Analysisoftheteachingmaterial单元大观念：人与自我；人与社会。knowingme;knowingyou。knowingme要求学生加强自我认识，knowingyou要求学生切换角度，站在对方立场理解思考，建立良好的人际关系what/why:本语篇的主题语境为人与社会人际关系。本文通过引用walterscott诗歌中的两句话，将whitelies比喻为tangledweb，引出主题。作者列举了什么是善意的谎言，并且采用举例子的方式，层层推进，推翻人们原有的对whitelies的认知。how：本语篇为议论文，内容结构为总分总：第1/2段引用诗歌，以比喻的形式引出本文话题：whitelies。第37段作者列举了三个与自己有不同关系的人的例子：与一般关系的人；与朋友；与父母。列出了三个不同的理由makeothersfeelbetter;giveencouragement;protectothersfrombadnews.以此来论证作者的观点：whiteliesmayhavedifferentresultswecan’tpredictsotellthetruth.第8段作者采用三连问的方式总结出并强调自己的观点：tellthetruth.IdeasoftheDesign基于英语学习活动观Analysisofthestudents高一3班TeachingMethodsTaskbasedTeachingAims学生能够梳理文章的论点和论据，并获取作者的观点。学生能够运用本文的语言知识和议论文的论证方法，客观地评价作者的观点，在真实的社会情境中分析并解决问题学生能够能够在语境中理解practice和knowledge的意思，以及虚拟语气的功能。Keyanddifficultpoints梳理文章的论点和论据，并获取作者的观点。运用本文的语言知识和议论文的论证方法，客观地评价作者的观点。二、教学实施设计TeachingstepsstepsSs’activitiesT’sactivitiesIntentionPrelearning1.Leadin(5’)OnestudentperformsthepresentationandtherestlistencarefullyTherestofthestudentschoosewhichstatementsarementionedFreetalkAskonestudenttopreparefora3minutepresentationinadvanceWhenheperformsthepresentation,theotherstudentslistencarefullyandtakenotes.Afterlistening,theyarerequiredtotickwhichstatementsarementionedinthelearningguidePresent3situationsfromtheessayandasksstotalkfreelyToleadinthetopicandactivatepreviousknowledgeaboutwhiteliesWhilelearningLearning(30’)Readfortheauthor’sopinionandsayhowtofinditandlearnthenewmeaningofthefamiliarwordArgumentation:Readforthedetailedinformationandworkingrouptopletethetable.Makeaconclusion:ThepurposeofthreequestionssentencesinlastparagraphIntroduction:thefunctionofthepoeminparalearntheword“practice”:useacertainwaytodosth.Sharetheirideasonthreeexamplesandgivementsonothers’sharing(usingthestructureofargumentation)Asksstoreadthepassageandfindtheauthor’sopinion(howtogetit:para2and8)andtoexplaintheword“knowledge”AsksstoreadforthedetailedinformationHowdoestheauthorjustifyhisopinion?Andfindthe3examples?(takethefirsroneforexample:toshowhowtopletethediagram)Moveontopara8andmakeaconclusion:parethetwowaysofendingtheessayandsaywhichoneisbetterMoveontopara1andunderstandthelinesanditsfunctionAsksstoreadcriticallyI(1)fyoucameacrossoneofthem,wouldyoudothesamething?Orwhatwouldyoudo?(Whenoneissharing,therestofthemneedtolistencarefullyandgivementsonhisorherideas)(学生生成）Summary:itdependswhetheryoutellalieortruth,Whethertotellthetruthornotdependsonmanyfactors:time;occasion;therelationshipbetweenyouandtheother......2.Weneedthetruth,butmorethanthetruth.Sayitinapoliteandproperwayinsteadofcoldtruth..Toinfertheauthor’sopinionTogetthedetailedinformationandbthestructureofargumentation;tolearningthewritingtechniquesTothinkcriticallyandapplyPostlearninggSummary5‘Summary:thestructureoftheargumentationSummary:thestructureoftheargumentationAssignmentsafterClass完成学案上面的课文填空和选词填空写作BbDesign三、教学评价