Unit1KnowingmeKnowingyouUnderstandingidea教學(xué)設(shè)計-高中英語

成都市實驗外國語學(xué)校五龍山校區(qū)英語學(xué)科教學(xué)設(shè)計姓名___________教學(xué)基本信息課題名稱Littlewhitelies授課時間2022.12.12教師姓名余潤學(xué)生年級高1課時1課型Reading一、教學(xué)分析設(shè)計Analysisoftheteachingmaterial單元大觀念：人與自我；人與社會。knowingme;knowingyou。knowingme要求學(xué)生加強自我認識，knowingyou要求學(xué)生切換角度，站在對方立場理解思考，建立良好的人際關(guān)系what/why:本語篇的主題語境為人與社會人際關(guān)系。本文通過引用walterscott詩歌中的兩句話，將whitelies比喻為tangledweb，引出主題。作者列舉了什么是善意的謊言，并且采用舉例子的方式，層層推進，推翻人們原有的對whitelies的認知。how：本語篇為議論文，內(nèi)容結(jié)構(gòu)為總分總：第1/2段引用詩歌，以比喻的形式引出本文話題：whitelies。第37段作者列舉了三個與自己有不同關(guān)系的人的例子：與一般關(guān)系的人；與朋友；與父母。列出了三個不同的理由makeothersfeelbetter;giveencouragement;protectothersfrombadnews.以此來論證作者的觀點：whiteliesmayhavedifferentresultswecan’tpredictsotellthetruth.第8段作者采用三連問的方式總結(jié)出并強調(diào)自己的觀點：tellthetruth.IdeasoftheDesign基于英語學(xué)習(xí)活動觀Analysisofthestudents高一3班TeachingMethodsTaskbasedTeachingAims學(xué)生能夠梳理文章的論點和論據(jù)，并獲取作者的觀點。學(xué)生能夠運用本文的語言知識和議論文的論證方法，客觀地評價作者的觀點，在真實的社會情境中分析并解決問題學(xué)生能夠能夠在語境中理解practice和knowledge的意思，以及虛擬語氣的功能。Keyanddifficultpoints梳理文章的論點和論據(jù)，并獲取作者的觀點。運用本文的語言知識和議論文的論證方法，客觀地評價作者的觀點。二、教學(xué)實施設(shè)計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)(學(xué)生生成）Summary:itdependswhetheryoutellalieortruth,Whethertotellthetruthornotdependsonmanyfactors:time;occasion;therelationshipbetweenyouandtheother......2.Weneedthetruth,butmorethanthetruth.Sayitinapoliteandproperwayinsteadofcoldtruth..Toinfertheauthor’sopinionTogetthedetailedinformationandbthestructureofargumentation;tolearningthewritingtechniquesTothinkcriticallyandapplyPostlearninggSummary5‘Summary:thestructureoftheargumentationSummary:thestructureoftheargumentationAssignmentsafterClass完成學(xué)案上面的課文填空和選詞填空寫作BbDesign三、教學(xué)評價