Unit1Developingideas教學(xué)設(shè)計(jì)高中英語(yǔ)

Ⅰ. AnalysisofTeachingContents

Teachingcontent:Book3Unit1Developingideas

Teachingmethod:interaction,guidediscovery.

Themecontext:manandself(understanding,enriching,andimprovingself),manandsociety(goodinterpersonalrelationshipsandsocialinteractions)

Typeoftext:essay

Analysisofthetext:

What:

Thetextfocusesonlittlewhitelies,whichisanessaywithclearstructureandrigorouslogic.Theauthoruseslotsofexamplestoarguewhyevenlittlewhiteliescanleadtounpredictableresults.

Why:

Theauthoraimstoappealreaderstothinkmoreaboutlittlewhitelies.

Thespeakeraimstodeepenselfknowledgeandlearnmoreaboutthemselves.

Thespeakeraimstorespectothers’feelingandunderstandothers’realneedwhenitestointerpersonalrelationship.

How:

Thetexthasthecharacteristicsofbothlogicandobjectivity.

Theauthorusessomeexamplestomakeherargumentmorereliableandobjective.Theauthortellsreaderswhatislittlewhitelieandwhyweusetheminourreallife,andthentellsuswhatunpredictableresultstheymaycause.

Itslogicisinterlinking.Atthebeginningofthetext,theauthortellsuswhatarelittlewhiteliesandwhendoweusetheminourreallife,andthentheauthortellsuswhysomeonechoosetotelllittlewhitelies.

Ⅱ. AnalysisofStudent

ThestudentsinthisclasshaveamoderatelevelofEnglish,buttheyhavebasicreadingskills.Studentshavedonesomesimplereadingexercisesinthepreviousreadingclass.Andtheyarefamiliarwiththewordsorexpressions.Atthesametime,studentshaveaseriouslearningattitudeandahighdegreeofenthusiasmforlearning.However,theyarenotfamiliarwithsomerelatedbackgroundinformationaboutlittlewhitelies.

Ⅲ. TeachingObjectives

Studentscanunderstandtheauthor’sopinionsandattitudestowardslittlewhitelies.

Studentscananalyzeandsummarizethestructureofthetextanddramamindmap.

Studentscanusewhattheyhavelearnedinthisclasstohaveadebateon“whetherweshouldbehonest”.

Ⅳ. FocalPoints

Studentscanunderstandtheauthor’sopinionsandattitudestowardslittlewhitelies.

Studentscananalyzeandsummarizethestructureofthetextanddramamindmap.

Measures:

Bytheguidanceoftheteacherandprovidingsomereadingstrategiesbeforedoingreadingexercises.

Byanalyzingthestructureofthetexttogetherwithstudents.

Ⅴ. DifficultPoints

Studentscanusewhattheyhavelearnedinthisclasstohaveadebateon“whetherweshouldbehonest”.

Measures:

Byprovidingsomeexpandknowledgeandsummarizingthekeypointswithstudentsanddoinggroupwork.

Ⅵ.TeachingAssessment

Canyouunderstandthetheauthor’sopinionsandattitudestowardslittlewhitelies?

Canyouanalyzeandsummarizethestructureofthetextanddramamindmap?

Canyouusewhatyouhavelearnedinthisclasstohaveadebateon“whetherweshouldbehonest”?

Ⅶ.Teachingflowchart

ⅧTeachingProceduresandTimeAllotment

Stage1 Leadin(5mins)

(Purpose:Toactivatestudents'priorknowledgeandleadinthetopic.)

Taskssstheimageofa“l(fā)iar”intheirmindandpresentsthepictureofPinocchioandtheidiom"Honestyisthebestpolicy".

Sstalkfreelytodescribetheimageofliarsfromtheirownperspectives.Theymaymentiontheboywhosenosegrowslongereverytimehetellsalie.

Stage2 Prelistening(5mins)

(Purpose:Toarousestudents'interestwithreallifesituationsandinvolve

theminactivethinking.)

Step1 Q&A

TpresentsthescenarioandasksstudentstothinkaboutwhattheywouldsaytoStudentA.Guidingquestions:

?Whoisdoingbetterintheexam?

?IfyouwerestudentB,howwouldyouliketorespond?WouldyoutellyourrealmarktoStudentA?

Ssobservethepictureandgivetheirresponses.

Possibleanswers:

B:Oh,sorrytohearthat.

ButIdidnobetterthanyou,

B:eon.Actuallyyoudidwell.Ididworse

Step2 Q&A

TinvitessomepairstoWhatabouttheselies?(asshownonthePPT)Dotheysoundfamiliartoyou?

Sswillrealizethatwetendtoliealittlemorethanwe'rewillingtoadmit.

Step3 Q&A

Traisesthequestions:"Whydowetellliessoofteneventhoughweknowlyingiswrong?Whatcanbecountedaswhitelies?"andinvitesstudentstofindsomecluesinreading.

Ssdeveloptheirownanswersoratleastbringthequestionstoreading.

Stage3 Whilereading(15mins)

(Purpose:Totrainss'skimmingskilltogetthemainideaofthepassageandtoteachssthewayofgivingdefinitionsandhelpthemfurtherunderstandtheargument.)

Step1Readfortheargument

Taskssstogothroughthepassagequicklytofigureouttheauthor'sopiniononlittlewhiteliesandgivetheirreasons.

Ssreadthepassagequicklytofindtheargument:evenwhitelieshaveresultswecannotknowinadvance.Sotheauthorhasanegativeviewonwhitelies.

Anyothercontextualclues?Haveyoufoundthedefinitionof"whitelies"givenbytheauthor?Howdoestheauthorgivethedefinition?

Ssreadthepassageandlocatetheanswer"littleliesthatwetelltoprotectothersfromtruth".

Step2 Readforstructure

Tasksss"Howmanypartswillyoudividetheessayinto?"

Ssreadontheirownfirst,andgiveanumber.

TaskssstoreadagainandpletethediagramonPage10ordrawamindmapof

theirowntoshowhowtheauthorprovestheargument.

Ssworkingroupstodrawmindmaps\finishthestructuremaponthetextbook.

Tinvitessomegroupstosharetheiranswers/mindmapsinclass.

Grouprepresentativesetothefrontandsharetheirmindmap.

Step3 Readforappreciation

Tgetssstogobacktothepoemlinesandthinkaboutitsmeaninginthecontext.Whatdoesthe"web"inthepoemrepresent?

SsthinkandsharewiththeclasstheirunderstandingofWalterScott’spoem.

Eg.Lyingisatangledweb.It’shardtostoplyingoneonceyouhavestartedbecauseyouhavetocoveritwithmorelies.

Taskssstotalkaboutthefunctionofusingthreeparallelquestionsinthelastparagraph.

Sstrytogivetheiranswers.

Stage4 Postreading(13mins)

(Purpose:Toarousess'deepunderstandingandthinkingofthetopicandtoletssthinkfurtherandlearntousetheproperexamplesaswellaswhattheyhavelearnedtodaytosupporttheiropinions.)

Step1 Think&Share

Whatwouldyoudointhesituationsdescribedinthepassage?

Howwouldyoufeelifyouweretoldawhitelie?Shareyourexperiencewiththeclassifthishashappenedtoyou.

Isalieeverwhite?

Ssthinkandsharewiththeclasstheirthoughtsregardingthesequestions.

Step2 Debating

Taskssswithsameanswerstoworkingroupsandprepareashortessayfordebatingonthetopic"Ishonestystillthebestpolicy?"

Givesssometips,say

?Makeyourargumentloudandclear.

?Definewhathonestyis.

?Givereasonsforyourargument.

?Supportyourreasonswithexamples/reallifesituations.

?Endwithyourconclusion.

Sschoosetheirsideandprepareforthedebate.Theycanbrainstormformorereasonsandexamples.Andtheyareencouragedtodrawamindmapwithbulletpointstohelpwiththeirdebatelater.

Thedebatersetothefrontandstartdebating.Otherslistencarefullyandvoteforthewinningside.

Tinvitestwostudentsfromeachsidetodoashortdebate.

Stage5 Assigninghomework(2mins)

(Purpose:Toconsolidatewhat