Unit+1+Knowing+Me,+Knowing+You+Developing+ideas+Little+White+Lies 高中英语外研版（2019）必修第三册

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(修辞性问句).UsingSubjunctivemood(虚拟语气).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）年级：高一课型：Reading具体授课内容：

必修第三册

Unit1Knowingme,knowingyou.Developingideas LittleWhiteLiesStudentsAnalysis3TeachingObjectives4ImportantandDifficultPoints5TeachingandLearningMethods6TeachingProcedures7BlackboardDesign8TeachingReflection9TeachingMaterialsAnalysis2

Theoreticalbasis1Contents教学准备1.Theoreticalbasis

todevelop

corecompetencies

throughActivity-based

EnglishLearningApproachbasedontheconceptofbigideas

英语学科核心素养

英语学习活动观迁移创新应用实践学习理解

大概念teachingphilosophyNewEgnlishCurriculumCriteria学情分析指导思想语篇分析教学流程教学反思学习目标学习理解类感知与注意获取与梳理概括与整合描述与阐述分析与判断内化与应用推理与论证批判与评价想象与创造integrated,relevantandpracticaltheme-basedactivities应用实践类迁移创新类基于语篇建构知识深入语篇转化能力超越语篇形成素养1.Theoreticalbasis1.TheoreticalbasisThematiccontext:

humanandsocietyUnittheme:howtobuildandkeepgoodinterpersonalrelationshipUnit1Knowingme,knowingyou2.TeachingMaterialsAnalysis认识自我;完善自我了解他人认识人际交往中的恰当行为；养成“thinkbeforewespeak”的习惯（2课时）正确处理人际关系的方法（1课时）正确对待人际交往中的谎言（1课时）理解人际交往的箴言，联系自身（1课时）SO&UIULDIPI大观念小观念单元目标教学内容Project:Creating:Settingupaproblemsolvingworkshop(1课时)维持人际关系Comeupwithmoretipstokeephealthyrelationships.Deliveraspeechonopinionsonwhitelies.Actouttheinterview.作业设计学生活动学习评价Pair-work:Howtokeephealthyrelationships.AnInterview:Toshowhowtheyunderstandthesequatations.Group-work:Shareideasonwhitelies.生生互评教师评价：内容、语言、结构生生互评：内容、语言、综合表现生生互评：内容、语言、综合表现Writing:Anletterofadvice.生生互评：内容、语言、综合表现认识自我和他人，建立良好人际关系Polishthewriting1.Startingout2.Understandingideas3.Usinglanguage4.Developingideas5.Presentingideasself;othershealthyrelationship2.TeachingMaterialAnalysis2.TeachingMaterialsAnalysisThemeoftext:nowhiteliestokeephealthyrelationshipkeyfactor文本分析主题意义语篇类型文体结构语言修辞

作者意图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通过本节课的学习，学生能够：1.通过读懂图示和关键句，迅速理解作者的核心观点；2.通过分析作者的阐述逻辑，理解文章结构，获取文本所传递的核心价值；3.通过品读语言，辨证思考，提出自己的看法；4.通过引导学生结合真实生活情境，提升人际沟通交往能力。4.TeachingObjectives4.TeachingObjectives

理解作者的情感态度，了解作者的论证方法，并形成自己的观点；通过分析作者的阐述逻辑，理解文章结构，获取文本所传递的核心价值。激发深度思考，提升思维品质，能结合实际讨论问题，并能用英语表达清楚自己的观点。应用与实践迁移与创新教学重点教学难点5.Important&DifficultPoints6.TeachingMethodsTeachingMethodsTask-basedlanguageTeachingSituationallanguageTeachingCommunicativelanguageteachingLead-inLittleWhiteLies7.TeachingProceduresActivity5ReadforwritingmethodsActivity6Readforlanguage应用实践迁移创新学习理解感知与注意获取与梳理描述与阐释内化与应用想象与创造Activity7ReadforwritingpurposeActivity8SolvethekeyproblemandconnectitwiththebigconceptActivity9ThinkandshareActivity1LeadinActivity2ReadingStrategies

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

概括与整合分析与判断内化与应用6.Homework1’巩固迁移反思调整CompleteachecklistWriteaspeechI.LeadinLearnandunderstandActivity-PerceiveandNoticepurpose1.Topresentthekeyquestiontobeexplored.2.Toexposestudentstothetopicwiththehelpofareal-lifesituation.学习理解类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(修辞性问句).UsingSubjunctive(虚拟语气).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