（新外研社版）英语必修第三册全册大单元教学设计

新外研社版高中英语必修三

UnitlKnowingme,Knowingyou

Period1Startingout&Understandingideas

教学设计:

Bytheendofthisperiod,studentswillbeableto:

1.Observethepictureandidentifythepersonalitiesofthepeopledepictedinit;

2.Refleetonfromwhomyouseekhelpwhenencounteringchallenges;

3.1dentify(hekeystructureandcomprehendthemainideasoftwoletters;

4.Understandtheunit'sthemeandfacilitatethecultivationofpositiveand

appropriateconnectionswithothers.

教学重难点:

1.Encouragestudentstoreadindependently,comprehendthekeyconcepts,and

acquireadditionalinformationindetails;

2.Guidestudentsiocultivatepositiveandappropriateinterpersonal

relationshipswithothers.

教学方法:

P-W-P教学法，Task-basedTeachingMethod

教学设计:

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.

评价量规

目标达

学习目标成评价等级

ABCD

Lookatthepicture,andanalysethepersonalitiesofthe

peopleinit;

Reflectonwhoyouturntoforhelpwhenencountering

problems;

Identifythekeystructureandunderstandthemainideaof

thetwoletters;

Understandtheunit'sthemeandformpositiveand

appropriateinterpersonalrelationshipswithothers.

教学反思

本节阅读课旨在提升学生的阅读技巧和思考能力。本节课通过图片分析的方

式引出单元主题，并进一步解析语篇内容和脉络设计。课文以书信的形式介绍了

同学们在相处中遇到的问题和建议。学生通过对课文的学习，能够联系自身实际、

深入思考并自主探究本单元主题意义。

UnitlKnowingme,Knowingyou

Period!UsingLanguage

教学目标：

Bytheendofthisperiod,studentswillbeableto:

1.Identifyandsummarisetheformsandfunctionsof"-ed"asanadverbial

throughobservationandapplyitcorrectlyindifferentcontextsandsituations;

2.Comprchcndthegeneralideaoflisteningmaterialsandgatherspecificdetails

tocompletethetable;

3.Utilisephrasesformakingrequestsandrefusalseffectively;

4.Employtheappropriatestructuresfromlisteningmaterialstodescribethe

properapproachofmanaginginterpersonalrelationships.

教学重难点：

1.Guidestudentstograsptheformsandfunctionsof“-ed”asanadverbial

throughobservation,andapplyitaccuratelyinauthenticcontexts;

2.Assiststudentsinarticulatingtheproperwaytohandleinterpersonal

relationships.

教学方法：

Task-basedlanguageTeachingMethod

课时安排：

Oneperiod

教学过程设计：

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.

过去分词作状语

1.过去分词作状语的意义

过去分词作状语，可以表示时间、原因、条件、让步、方式或伴随情况等。

过去分词所表示的动作与主语之间构成被动关系，表示被动或完成的动作,可位于

句首、句中或句末，相当于状语从句。

(1)作时间状语时，相当于when或while等引导的从句。

Eg.Seenfromthetopofthehilljheschoollookslikeabiggarden.

=WhenitisseenfromthetopofthehilLtheschoollookslikeabiggarden.

(2)作原因状语时，可转换为because,as或since等引导的从句。

Eg.Encouragedbytheteacher.thegirlwasveryhappy.

=Asshewasencouragedbytheteacher,thegirlwasveryhappy.

Thegirl,amazedatthesight,didn'tknowwhattosay.

^Becauseshewasamazedatthesight,didn'tknowwhattosay.

(3)作条件状语时，可转换为once,if或unless等引导的从句。

Eg.Takenaccordingtothedirections,thispainkillerhasnosideeffect.

=Ifitistakenaccordingtothedirections,thispainkillerhasnosideeffect.

(4)作让步状语时，可转换为though,although或evenif等引导的从句。

Eg.Leftaloneathome,Jennydidn'tfeelafraidatall.

=Althoughshewasleft,Jennydidn'tfeelafraidatall.

(5)作方式或伴随状语。

Eg.Surroundedbyhisstudents,theteacherwentinto(helab.

2.过去分词作状语时，前面可以带有相应的连词(或短语)

过去分词作状语时，前面可以带有相应的连词(或短语)使表达的意思更明确,

如when,until,lhough,allhough,asif,as(hough,evenif,if,unless,once等，构成“连词+过

去分词”结构，相当于状语从句的省略，除了before和after(before和after在此用法

中是介词)。

Eg.

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

•When(theyare)exposedtolight,potatoeswillturngreen.

•Afterbeingheated(heat),waterboils.

•Beforebeinginterviewed(interview)forthejob,youhavetotakealanguage

test.

3.形容词化的过去分词作状语

有些动词的过去分词已经形容词化了，在句中作状语时常说明主语存在的状态，如

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

d,shocked,exhausled,womout等。

Eg.

•GrandpaLin,deeplymoved,thankedhimagainandagain.

•Frightened,thegirldidn'tdaretosleepaloneinherroom.

4.用分词作状语的方式翻译下列句子

(1)我和父亲正坐(seat)在桌旁讨论着我的工作问题。

(2)面对(face)困难，我们必须设法去克服。

⑶由于对他所做的事情很满意(satisfy),老师在课堂上表扬了他。

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

评价指标优良中差

评评评

能够准能够部

能够基未能理

确理解主旨分理解主旨

本理解主旨解主旨要义，

主旨要要义,快速准要义,不能准

要义,准确匹未能准确匹

义确匹配对话确匹配对话

配对话内容配对话内容

内容和图片内容和图片

和图片信息和图片信息

信息信息

能够准

获取事

确获取对话能够基能够部

实性的未能获

细节（如何礼本获取对话分获取对话

具体信取对话细节

貌要求或拒细节细节

息

绝别人）

对所听能够对能够对能够对未能对

内容做所听内容做所听内容做所听部分内所听内容做

出推断出准确推断出基本推断容做出推断出推断

理解说

能够准能够基能够部未能理

话者的

确理解说话本理解说话分理解说话解说话者的

意图、观

者的意图、观者的意图、者的意图、观意图、观点

点或态

点或态度观点或态度点或态度或态度

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语法专练

(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翻译句子

1.受他的影响(influence),越来越多的人喜欢上了户外活动。

2.泰山位于（locale）口东省，一直是著名的旅游景点。

3.多给(give)这个男孩一些鼓励的话,他能够表现得更好。

4.经常进行(carryout)适量运动的话，我们的健康状况可以得到改善。

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语法评价量规

英语语法（过去分词作状语的用法）评价量表

评

价

优良中差

指评评评

标

基本未

居能准确理能基本理能部分理

能把握过去

本解和把握过去解和把握过去解和把握过去

分词作状语

概分词作状语的分词作状语的分词作状语的

的概念和意

念概念和意义概念和意义概念和意义

义

基能够非常能够基本能判断部基本未

本准确地判断表上判断表示时分表示时间、能判断表示

结示时间、原因、间、原因、条件原因、条件和时间、原因、

构条件和让步的和让步的句型让步的句型条件和让步

句型的句型

能够在大在较少的

能够精准未能在

部分情况下正情况下，能够正

应地识别文章中文章中识别

确地识别文章确识别文章中

用过去分词作状过去分词作

中过去分词作过去分词作状

语的用法状语的用法

状语的用法语的用法

能够在作

能够在作能够在作在作文

文中非常自

迁文中较为恰当文中使用过去中基本上不

如、恰当地使

移地使用过去分分词作状语，但会使用过去

用过去分词作

词作状语是错误较多分词作状语

状语

教学反思:

本版块包括语法部分Ydasadverbial（-ed作状语）、词汇部分、Interpersonal

relationships（人际交往）和听说部分Sayingnopolitely（如何礼貌地表达“拒绝”）。

语法部分旨在引导学生通过对课文的学习，了解-ed作状语的用法。在学生对过

去分词已有掌握的基础上，总结规律，对比分词作状语和常规表达的异同，鼓励

学生在真实语境中运用该语法项目进行表达和写作训练。词汇部分则呈现了更多

与人际交往相关的词汇，引导学生恰当处理人际交往中遇到的不同情形。

新外研社高中英语必修三

UnitlKnowingme,Knowingyou

Period3Developingideas教学设计

教学目标：

Bytheendofthisperiod,studentswillbeableto:

l.Getthemainideaofthetextandhaveabetterunderstandingof“LittleWhite

Lies”；

2.Understandthestructureandstylisticfeaturesofanessayandimproveyour

thinkingskillsaswellaslanguageuseabilities;

3.Learntoanalyseandsolveproblemsinreallifebyusingproperevidencesto

supportyourideas.

教学重难点：

Master(heskillsofdiscourseanalysisandappreciatethebeautyoflanguage.

教学方法：

P-W-P教学法，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邓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?

【翻译】而且，当你发现身边最亲近的人在对你隐瞒真相时，你又会有怎样的

感受呢？

【解析】本句表示与现在事实相反的情况,所以使用虚拟语气。if引导的与

现在事实相反的虚拟条件句时态常用一般过去时(be用were),主句时态常用

“would/should/could/might+动词原形

【活学活用】

(1)如果我是你,我会抓住这次参赛的机会。

(2)如果有更多的时间、我就会帮你学英语了。

2.Themore(depend)youare,thebetteryourlifewillbe.

【翻译】你越独立，你的生活就会越好。

【解析】本句为“the+比较级,the+比较级”结构、表示“越，就越……

【活学活用】

(1)你说英语越多，你的英语就会越好。

(2)汽车动力越强，就越难操控(handle)。

StepV评价量规

目标达

学习目标成评价等级

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.

教学反思：

本篇课文是围绕“善意的谎言''展开论述的议论文。文章结构清晰，逻辑严谨,

从三个方面分别论述了“为什么即使是善意的谎言也会造成严重的危害”这一话

题，从而引发学生对诚实的深度思考。通过完成问答、填写表格、小组合作等活

动任务的实施，使学生理解并掌握议论文的文章结构和观点论述方法，从而进一

步对认识自我、尊重他人及维护良好人际关系等问题产生新的思考。

新外研社高中英语必修三

UnitlKnowingme,Knowingyou

Period4Presentingideas教学设计

教学目标：

Bytheendofthisperiod,studentswillbeableto

1.Analysingthegivenpassagethroughtextanalysispatternandtofinish

continuationwriting;

2.