外研社高中英語Unit1knowingmeknowingyou單元教學(xué)設(shè)計(jì)

新外研社版高中英語必修三Unit1Knowingme,KnowingyouPeriod1Startingout&Understandingideas教學(xué)設(shè)計(jì):Bytheendofthisperiod,studentswillbeableto:1.Observethepictureandidentifythepersonalitiesofthepeopledepictedinit;2.Reflectonfromwhomyouseekhelpwhenencounteringchallenges;3.Identifythekeystructureandprehendthemainideasoftwoletters;4.Understandtheunit’sthemeandfacilitatethecultivationofpositiveandappropriateconnectionswithothers.教學(xué)重難點(diǎn)：Encouragestudentstoreadindependently,prehendthekeyconcepts,andacquireadditionalinformationindetails;Guidestudentstocultivatepositiveandappropriateinterpersonalrelationshipswithothers.教學(xué)方法：WP教學(xué)法，TaskbasedTeachingMethod教學(xué)設(shè)計(jì)：StepⅠLeadinActivity1LookatthepictureLookatthepictureanddescribewhateachpersonisdoing.Talkaboutwhatkindofpersontheymightbe.Suggestedanswers:1.Heissittingalone.Helooksdisappointed.Hemaybeaquietperson.2.Heiseagertohave/eatfood.Hemaybehungry.Itseemsthatheloveseating.3.Heisquarrellingwithanotherguy.Helooksangry.Hemaybeshorttempered.4.Heistalkingwithsomepeopleexcitedly.Helooksdelighted.Hemaybefriendly/outgoing.5.Sheisofferingcakestoaguyhappily.Shelookshospitable.Shemaybeakindgirl.6.Shehasbrokenacup.Shelooksfrightened.Shemaybeacarelessgirl.Activity2AnswerthequestionQuestion:Whowillyouturntoforhelpwhenyoufaceaproblem??friends?parents?teachers?onlineforums?noone—youprefertokeepthingstoyourself?other

Suggestedanswers:Students’ownanswers.StepⅡWhilereadingActivity1ReadforthemainideaReadthelettersandfindoutwhatkindofproblemsBenhasandwhoheturnstoforhelp.Activity2pletethediagrampletethesentenceswithexpressionsfromthepassage.Ben’sproblems?IwasdisappointedwithmyteammatebecauseIfelt1.byhim.

?Itoldmybestfriendthatmyteammatewastoblame,just2..

?Mybestfriend3..Idon’tknowwhattodo.

AgonyAunt’ssuggestions?Youshould4..Youneedtoworktogether,andthatmeans5.and6..

?Tellyourbestfriendyou’reangrywithhimfor7.and8.,butthatyouwanttomoveon.

?Don’t9.whenyou’reangry.Alwaysremember:10..

Suggestedanswers:Activity1Benfeltoneofhisteammateshaddisappointedtheentireteam,soheconfidedinhisbestfriend.However,hisfriendendedupspreadingtheinformationtoeveryoneelse.NowBenisatalossforwhattodoandseeksadvicefromtheAgonyAunt.Activity21.theteamwereletdown2.toletoffsteam3.wentandtoldeveryoneelsewhatI’dsaid4.apologisetoyourteammate5municatingwitheachotherclearly6.resolvingconflicts7.repeatingwhatyousaid8.makingthesituationworse9.saytoomuch10.thinkfirst,speaklaterStepⅢPostreadingGothroughthetwoquestionsandthinkaboutthemindividually;andthenengageingroupdiscussiontoexplorethemfurther.Questions:1.WhatdoyouthinkofAgonyAunt’sadvice?WhatotheradvicewouldyougivetoBen?2.Whatisyourunderstandingofthesaying“Looselipssinkships”?DoyouknowanysimilarsayingsinChinese?Suggestedanswers:Students’ownanswers.StepⅣHomeworkPleasewritealettertoAgonyAuntandtellheraboutthedifficultiesyouhavebeenfacingrecently.Suggestedanswers:Students’ownanswers.評(píng)價(jià)量規(guī)學(xué)習(xí)目標(biāo)目標(biāo)達(dá)成評(píng)價(jià)等級(jí)ABCDLookatthepicture,andanalysethepersonalitiesofthepeopleinit;Reflectonwhoyouturntoforhelpwhenencounteringproblems;Identifythekeystructureandunderstandthemainideaofthetwoletters;Understandtheunit’sthemeandformpositiveandappropriateinterpersonalrelationshipswithothers.教學(xué)反思本節(jié)閱讀課旨在提升學(xué)生的閱讀技巧和思考能力。本節(jié)課通過圖片分析的方式引出單元主題，并進(jìn)一步解析語篇內(nèi)容和脈絡(luò)設(shè)計(jì)。課文以書信的形式介紹了同學(xué)們?cè)谙嗵幹杏龅降膯栴}和建議。學(xué)生通過對(duì)課文的學(xué)習(xí)，能夠聯(lián)系自身實(shí)際、深入思考并自主探究本單元主題意義。Unit1Knowingme,KnowingyouPeriod2UsingLanguage教學(xué)目標(biāo)：Bytheendofthisperiod,studentswillbeableto:1.Identifyandsummarisetheformsandfunctionsof“ed”asanadverbialthroughobservationandapplyitcorrectlyindifferentcontextsandsituations;2prehendthegeneralideaoflisteningmaterialsandgatherspecificdetailstopletethetable;3.Utilisephrasesformakingrequestsandrefusalseffectively;4.Employtheappropriatestructuresfromlisteningmaterialstodescribetheproperapproachofmanaginginterpersonalrelationships.教學(xué)重難點(diǎn)：Guidestudentstograsptheformsandfunctionsof“ed”asanadverbialthroughobservation,andapplyitaccuratelyinauthenticcontexts;Assiststudentsinarticulatingtheproperwaytohandleinterpersonalrelationships.教學(xué)方法：TaskbasedlanguageTeachingMethod課時(shí)安排：Oneperiod教學(xué)過程設(shè)計(jì)：StepⅠLeadinActivity1Lookatthesentencesandanswerthequestions.a.Disappointedbyhisbehaviour,Isaidallthistomybestfriend.b.Approachedinthisway,yourfriendshipwillsoonberepaired.1.Whowasdisappointedinsentence(a)?Whatisapproachedinsentence(b)?2.Whydoestheauthoruseedinsteadofinghere?Activity2parethemwiththefollowingsentencesandanswerthequestions.c.BecauseIwasdisappointedbyhisbehaviour,Isaidallthistomybestfriend.d.Ifitisapproachedinthisway,yourfriendshipwillsoonberepaired.3.Whatisthedifferencebetweenthetwogroupsofsentences?4.Whydoestheauthorchoosetouseedinsteadofanadverbialclauseinthereadingpassage?Suggestedanswers:1.“I”wasdisappointedinsentence(a).“Yourfriendship”isapproachedinsentence(b).2.Becauseingisusedwhentheactionisdonebythesubjectofthesentence,whileedisusedwhentheactionisdonetothesubjectofthesentence.Here,both“disappoint”and“approach”areactionsdonetothesubjects.3.Sentences(a)and(b)containedasadverbialwhilesentences(c)and(d)containadverbialclauses.4.Becauseedmakesthesentencesshorterandsoundmoreformalaswrittenlanguage.StepⅡAnalysisandidentificationActivity1Rewritetheunderlinedsentenceswiththeedform.Lastweek,Annewasattractedbyaparticulararticleinamagazine,sosheboughtit.Threedaysago,topleteherhomeworkquickly,shegrabbedthemagazinefromherdeskdrawerandcopiedpartofthearticlewithoutthinking.Herteacherwasverysatisfiedwithherhomework.Annewaspraisedinclass,andshefelthappyaswellasashamed.Then,theteacherwantedtoenterherhomeworkintoawritingpetition.Annewasshockedbythedecisionanddidnotknowwhattodo.Ifshetoldthetruth,thewholeclasswouldfindoutandaccuseherofcheating.Theywouldlookdownonher.Ifshekeptsilent,maybenoonewouldeverfindout...?

WhatshouldAnnedo?Suggestedanswers:1.Lastweek,attractedbyaparticulararticleinamagazine,Anneboughtit.2.Praisedinclass,Annefelthappyaswellasashamed.3.Shockedbythedecision,Annedidnotknowwhattodo.Activity2Fillintheblanks.過去分詞作狀語1.過去分詞作狀語的意義過去分詞作狀語,可以表示時(shí)間、原因、條件、讓步、方式或伴隨情況等。過去分詞所表示的動(dòng)作與主語之間構(gòu)成被動(dòng)關(guān)系,表示被動(dòng)或完成的動(dòng)作,可位于句首、句中或句末,相當(dāng)于狀語從句。(1)作時(shí)間狀語時(shí),相當(dāng)于when或while等引導(dǎo)的從句。Eg.Seenfromthetopofthehill,theschoollookslikeabiggarden.=Whenitisseenfromthetopofthehill,theschoollookslikeabiggarden.(2)作原因狀語時(shí),可轉(zhuǎn)換為because,as或since等引導(dǎo)的從句。Eg.Encouragedbytheteacher,thegirlwasveryhappy.=Asshewasencouragedbytheteacher,thegirlwasveryhappy.Thegirl,amazedatthesight,didn’tknowwhattosay.=Becauseshewasamazedatthesight,didn’tknowwhattosay.(3)作條件狀語時(shí),可轉(zhuǎn)換為once,if或unless等引導(dǎo)的從句。Eg.Takenaccordingtothedirections,thispainkillerhasnosideeffect.=Ifitistakenaccordingtothedirections,thispainkillerhasnosideeffect.(4)作讓步狀語時(shí),可轉(zhuǎn)換為though,although或evenif等引導(dǎo)的從句。Eg.Leftaloneathome,Jennydidn’tfeelafraidatall.=Althoughshewasleft,Jennydidn’tfeelafraidatall.(5)作方式或伴隨狀語。Eg.Surroundedbyhisstudents,theteacherwentintothelab.2.過去分詞作狀語時(shí),前面可以帶有相應(yīng)的連詞(或短語)過去分詞作狀語時(shí),前面可以帶有相應(yīng)的連詞(或短語)使表達(dá)的意思更明確,如when,until,though,although,asif,asthough,evenif,if,unless,once等,構(gòu)成“連詞+過去分詞”結(jié)構(gòu),相當(dāng)于狀語從句的省略,除了before和after(before和after在此用法中是介詞)。Eg.?Evenif(Iam)invited,Iwon’ttakepartintheparty.?When(theyare)exposedtolight,potatoeswillturngreen.?Afterbeingheated(heat),waterboils.?Beforebeinginterviewed(interview)forthejob,youhavetotakealanguagetest.3.形容詞化的過去分詞作狀語有些動(dòng)詞的過去分詞已經(jīng)形容詞化了,在句中作狀語時(shí)常說明主語存在的狀態(tài),如amazed,annoyed,delighted,disappointed,embarrassed,excited,interested,moved,satisfied,shocked,exhausted,wornout等。Eg.?GrandpaLin,deeplymoved,thankedhimagainandagain.?Frightened,thegirldidn’tdaretosleepaloneinherroom.4.用分詞作狀語的方式翻譯下列句子(1)我和父親正坐(seat)在桌旁討論著我的工作問題。____________________________________________________(2)面對(duì)(face)困難,我們必須設(shè)法去克服。____________________________________________________(3)由于對(duì)他所做的事情很滿意(satisfy),老師在課堂上表?yè)P(yáng)了他。____________________________________________________Suggestedanswers:(1)Seatedatthetable,myfatherandIweretalkingaboutmyjob.(2)Facedwith/Facingdifficulties,wemusttrytooverethem.(3)Satisfiedwithwhathedid,theteacherpraisedhiminclass.Activity3Readtheplotsummaryandchoosethecorrectformofthewords.InsideOutisananimatedfilmaboutthefiveemotionsofagirlcalledRiley:Joy,Sadness,Fear,DisgustandAnger.Influencing/InfluencedmainlybyJoy,mostofRiley’smemoriesarehappyones.Believing/BelievedthatsheisRiley’smostimportantemotion,Joyalwaystriestotakethelead.Preventing/PreventedfromplayingherroleinRiley’semotionaldevelopment,Sadnessfeelsannoyed.WhenRileymovestoanewcity,shehasahardtimeadjustingtohernewsurroundings.SadnesswantstodoherdutybutbyaccidentcausesthelossofRiley’shappycorememorieswithJoy.Nowseparating/separatedfromherfriendsandherbelovedhockeyteam,Rileystartstofeellostandhelpless,andwantstorunawayfromherparentsandnewschool.Worriedabouther,JoyandSadnesstrytoworktogethertoensureshegetshercorememoriesback.Eventually,realising/realisedthateveryemotionhasarole,JoyunderstandsitisokayforRileytofeelsadsometimes.AcceptingsadnessaspartoflifehelpsRileydealwiththeemotionalplexityofgrowingup,andsettledowninhernewlife.Suggestedanswers:Influenced;Believing;Prevented;separated;realisingActivity4Readthetipsandunderlinethewordsthatdescribebehaviourtowardsothers.Suggestedanswers:1.forgive;apologise2.criticise3.lie4.judge;understand5plainStepⅢListeningActivity1SayingnopolitelyActivity2Listentothreeconversationsandmatchthemtothepictures.Suggestedanswers:Activity1略Activity2Picturea:Conversation2Pictureb:Conversation3Picturec:Conversation1Activity3Listenagainandpletethetable.RequestRefusal1Tinahastoleaveherflat1..ShewantstostayatKerry’splace.

Kerrythinksthat2.istoolong.Tinaisweletostayfor3..

2MikeinvitesRyanto4.on5..

Ryancannote,becausehehasto6.toNewYorkattheweekend.

3JanewouldliketoseeBecky’s7.forsomeideas.

BeckyrefusesbecauseshethinksitisbetterforJaneto8..

Suggestedanswers:1.nextweek2.onemonth3.afewdays4etotheparty5.Saturday6.preparefortheject8.doherprojectbyherself評(píng)價(jià)指標(biāo)優(yōu)良中差自評(píng)互評(píng)師評(píng)主旨要義能夠準(zhǔn)確理解主旨要義,快速準(zhǔn)確匹配對(duì)話內(nèi)容和圖片信息能夠基本理解主旨要義,準(zhǔn)確匹配對(duì)話內(nèi)容和圖片信息能夠部分理解主旨要義,不能準(zhǔn)確匹配對(duì)話內(nèi)容和圖片信息未能理解主旨要義,未能準(zhǔn)確匹配對(duì)話內(nèi)容和圖片信息獲取事實(shí)性的具體信息能夠準(zhǔn)確獲取對(duì)話細(xì)節(jié)(如何禮貌要求或拒絕別人)能夠基本獲取對(duì)話細(xì)節(jié)能夠部分獲取對(duì)話細(xì)節(jié)未能獲取對(duì)話細(xì)節(jié)對(duì)所聽內(nèi)容做出推斷能夠?qū)λ爟?nèi)容做出準(zhǔn)確推斷能夠?qū)λ爟?nèi)容做出基本推斷能夠?qū)λ牪糠謨?nèi)容做出推斷未能對(duì)所聽內(nèi)容做出推斷理解說話者的意圖、觀點(diǎn)或態(tài)度能夠準(zhǔn)確理解說話者的意圖、觀點(diǎn)或態(tài)度能夠基本理解說話者的意圖、觀點(diǎn)或態(tài)度能夠部分理解說話者的意圖、觀點(diǎn)或態(tài)度未能理解說話者的意圖、觀點(diǎn)或態(tài)度StepⅣDiscussionWorkinpairs.Actouttheconversationaboutaskingforafavourandrefusingpolitely.StudentA:TurntoPage105.StudentB:TurntoPage109.□Usefulexpressions?Haveyougotaminute??Oh,youmean...??Um,notexactly...?I’mafraid...?Well,thethingis...?Ithinkitwouldbebetterto...?Iwasjustwonderingifyoucould...?Butmaybe...□LearningtolearnIfyouhavetosaynotoarequest,yourrefusalwillsoundmorepoliteifyoubeginwithastatementofregret,suchasI’msorry...,I’dreallyliketo,but...Thenexplainwhyyouranswerisno,egI’mreallybusyrightnow.Ifpossible,suggestanalternative—Howaboutnextweek?StepⅤHomeworkActivity1語法專練(1)(catch)inaheavyrain,hewasallwet.

(2)?(determine)tobeadmittedintoPekingUniversity,hesparednoeffortstostudyhard.

(3)Thehunterwalkedslowlyintheforest,(follow)byhiswolfdog/?(follow)hiswolfdog.

(4)Ericwalkedalongthestreet,(lose)inthought/(lose)himselfinthought.

(5)(equip)withgoodknowledge,hehasabrightfuture.

(6)(remind)nottomisstheflightat15:20,themanagersetoutfortheairportinahurry.

(7)(see)fromthewindowsoftheclassroom,ourschoolisbeautiful.

(8)(see)fromthetopofthetower,wecanseeaseaofflowersatthesouthfootofthemountain.

(9)(devote)toherwork/(devote)herselftoherwork,shehasnotimetotravel.

(10)(attract)bythebeautyofnature,thegirlfromLondondecidedtospendanothertwodaysonthefarm.

(11)When(ask)aboutit,shecouldhardlyholdbackhertears.

(12)If(separate)fromhisbestfriendsforalongtime,thelittleboywillfeellonely.

(13)Though(beat)bytheoppositeteam,theplayerswerenotdiscouraged.

(14)Greatly(inspire)bywhathesaid,wearedeterminedtostudyhard.

(15)(look)backonallthosedifficulttimesinthepast,Ivycouldnothelpbutletoutasigh.

Activity2翻譯句子1.受他的影響(influence),越來越多的人喜歡上了戶外活動(dòng)。________________________________________________________2.泰山位于(locate)山東省,一直是著名的旅游景點(diǎn)。________________________________________________________3.多給(give)這個(gè)男孩一些鼓勵(lì)的話,他能夠表現(xiàn)得更好。________________________________________________________4.經(jīng)常進(jìn)行(carryout)適量運(yùn)動(dòng)的話,我們的健康狀況可以得到改善。_________________________________________________________Suggestedanswers:Activity11.Caught2.Determined3.followed;following4.lost;losing5.Equipped6.Reminded7.Seen8.Seeing9.Devoted;Devoting10.Attracted11.asked12.separated13.beaten14.inspired15.LookingActivity21.Influencedbyhim,moreandmorepeoplefellinlovewithoutdooractivities.2.LocatedinShandongProvince,MountTaihasbeenafamoustouristattraction.3.Givenmoreencouragement,theboycouldhavebehavedbetter.4.Properamountsofexercise,(if)carriedoutregularly,canimproveourhealth.StepⅥ語法評(píng)價(jià)量規(guī)英語語法(過去分詞作狀語的用法)評(píng)價(jià)量表評(píng)價(jià)指標(biāo)優(yōu)良中差自評(píng)互評(píng)師評(píng)基本概念能準(zhǔn)確理解和把握過去分詞作狀語的概念和意義能基本理解和把握過去分詞作狀語的概念和意義能部分理解和把握過去分詞作狀語的概念和意義基本未能把握過去分詞作狀語的概念和意義基本結(jié)構(gòu)能夠非常準(zhǔn)確地判斷表示時(shí)間、原因、條件和讓步的句型能夠基本上判斷表示時(shí)間、原因、條件和讓步的句型能判斷部分表示時(shí)間、原因、條件和讓步的句型基本未能判斷表示時(shí)間、原因、條件和讓步的句型應(yīng)用能夠精準(zhǔn)地識(shí)別文章中過去分詞作狀語的用法能夠在大部分情況下正確地識(shí)別文章中過去分詞作狀語的用法在較少的情況下,能夠正確識(shí)別文章中過去分詞作狀語的用法未能在文章中識(shí)別過去分詞作狀語的用法遷移能夠在作文中非常自如、恰當(dāng)?shù)厥褂眠^去分詞作狀語能夠在作文中較為恰當(dāng)?shù)厥褂眠^去分詞作狀語能夠在作文中使用過去分詞作狀語,但是錯(cuò)誤較多在作文中基本上不會(huì)使用過去分詞作狀語教學(xué)反思：本版塊包括語法部分edasadverbial（ed作狀語）、詞匯部分、Interpersonalrelationships（人際交往）和聽說部分Sayingnopolitely（如何禮貌地表達(dá)“拒絕”）。語法部分旨在引導(dǎo)學(xué)生通過對(duì)課文的學(xué)習(xí)，了解ed作狀語的用法。在學(xué)生對(duì)過去分詞已有掌握的基礎(chǔ)上，總結(jié)規(guī)律，對(duì)比分詞作狀語和常規(guī)表達(dá)的異同，鼓勵(lì)學(xué)生在真實(shí)語境中運(yùn)用該語法項(xiàng)目進(jìn)行表達(dá)和寫作訓(xùn)練。詞匯部分則呈現(xiàn)了更多與人際交往相關(guān)的詞匯，引導(dǎo)學(xué)生恰當(dāng)處理人際交往中遇到的不同情形。新外研社高中英語必修三Unit1Knowingme,KnowingyouPeriod3Developingideas教學(xué)設(shè)計(jì)教學(xué)目標(biāo)：Bytheendofthisperiod,studentswillbeableto:1.Getthemainideaofthetextandhaveabetterunderstandingof“LittleWhiteLies”;2.Understandthestructureandstylisticfeaturesofanessayandimproveyourthinkingskillsaswellaslanguageuseabilities;3.Learntoanalyseandsolveproblemsinreallifebyusingproperevidencestosupportyourideas.教學(xué)重難點(diǎn)：Mastertheskillsofdiscourseanalysisandappreciatethebeautyoflanguage.教學(xué)方法：WP教學(xué)法，TaskbasedTeachingMethodStepⅠLeadinLookatthepictures.WhatwouldyousayifyouwerestudentB?Suggestedanswers:B:Oh,sorrytohearthat.ButIdidnobetterthanyou.B:eon.Actuallyyoudidwell.Ididworsethanyou.B:Well,Ididjustsoso.StepⅡWhilereadingActivity1ReadforthemainideaReadthepassageandfindoutthemeaningof“whitelies”.Suggestedanswer:Whiteliesarelittleliesthatwetelltoprotectothersfromthetruth.Activity2Readfordetailedinformationpletethediagramwithinformationfromthepassage.LearningtolearnAnessayusuallyconsistsofthreeparts:introduction,mainbodyandconclusion.Startwithanintroductionthatcontainstheaimsandanoverviewoftheessay.Themainbodyofanessayisaseriesofparagraphsthatexploreanddevelopyourargument.Theconclusioncontainsasummaryofyourideas—donotintroduceanynewmaterialhere!Endyouressaybylinkingyourconclusionbacktotheessaytitle.Suggestedanswers:IntroductionWeknowlyingiswrong,sowhydowetellwhitelies?MainbodyReason1Tomakeothersfeelbetter.Example(s)Someone’scookingamealforusthatwedon’tlike.Themajorityofusdon’ttellthetruth—welieandsaythatthefoodis“delicious”.Someone’shaircutisawful,butwesay“It’sgreat!”.AnalysisPerhapswelietoprotectourselvesfromthedisappointmentandangerofothers.Reason2Togiveencouragement.Example(s)Yousayyourfriend’ssingingiswonderful,despitesecretlythinkingthatyourcatcansingbetter.AnalysisPerhapsyourfriendwantssomefrankmentsfromyousothattheycanimprove.Perhapstheyneedtoknowthattheyshouldlookforadifferenthobby.Reason3Toprotectothersfrombadnews.Example(s)You’vehadabadday,butyouhideyourtearsandlietoyourparentsthatyourdaywas“fine”.AnalysisPerhapsyourparentswouldwanttolistentoyouandunderstandyourfeelings.ConclusionEvenwhiteliesmayhaveresultswecannotpredict.Soweshouldnottelllieseveniftheyarewhitelies.Honestyisanimportantvalueandlyingiswrong.ThinkandshareOh,whatatangledwebweweave,Whenfirstwepractisetodeceive!1.Whatdoesthe“web”inthepoemrepresent?2.Whatwouldyoudointhesituationsdescribedinthepassage?3.Whatdoyouthinkisthedifferencebetweenalieandawhitelie?4.Howwouldyoufeelifyouweretoldawhitelie?Shareyourexperiencewiththeclassifthishashappenedtoyou.Suggestedanswers:1.Itrepresentsaplicatedsituation,inwhichoncewetellalie,wehavetocontinuetotellmoreotherliesinordertocoverthepreviousones.2.Students’ownanswers.3.Alieistoldtocoverthetruthinordertobenefityourself,whichcanbeharmfultoothers.Awhitelieistoldtoavoidhurtingothers,withoutbadintention.4.Students’ownanswers.StepⅢPostreadingGroupwork:Giveatalkontheimportanceofhonestyfollowingthestepsbelow.?Explainwhathonestyis.?Givereasonsfortheimportanceofbeinghonest.?Supportyourreasonswithexamples.?Endwithyourconclusion.StepⅣHomeworkLanguagepointsandtranslation1.Moreover,howyoufeelifyoudiscoveredthatthepeopleclosesttoyou(hide)thetruthfromyou?

【翻譯】而且,當(dāng)你發(fā)現(xiàn)身邊最親近的人在對(duì)你隱瞞真相時(shí),你又會(huì)有怎樣的感受呢?【解析】本句表示與現(xiàn)在事實(shí)相反的情況,所以使用虛擬語氣。if引導(dǎo)的與現(xiàn)在事實(shí)相反的虛擬條件句時(shí)態(tài)常用一般過去時(shí)(be用were),主句時(shí)態(tài)常用“would/should/could/might+動(dòng)詞原形”?！净顚W(xué)活用】(1)如果我是你,我會(huì)抓住這次參賽的機(jī)會(huì)。(2)如果有更多的時(shí)間,我就會(huì)幫你學(xué)英語了。2.Themore(depend)youare,thebetteryourlifewillbe.

【翻譯】你越獨(dú)立,你的生活就會(huì)越好?！窘馕觥勘揪錇椤皌he+比較級(jí),the+比較級(jí)”結(jié)構(gòu),表示“越……,就越……”?！净顚W(xué)活用】(1)你說英語越多,你的英語就會(huì)越好。(2)汽車動(dòng)力越強(qiáng),就越難操控(handle)。StepⅤ評(píng)價(jià)量規(guī)學(xué)習(xí)目標(biāo)目標(biāo)達(dá)成評(píng)價(jià)等級(jí)ABCDGetthemainideaofthetextandhaveadeeperunderstandingoftheconceptof“LittleWhiteLies”;Analysethestructureandstylisticfeaturesofanessaytoenhancecriticalthinkingskillsandlanguageproficiency;Developproblemsolvingskillsandselectappropriateevidencetosupportargumentsinreallifesituations.Suggestedanswers:1.would;hadbeenhiding(1)IfIwereyou,Iwouldtake/seizethisopportunitytoparticipateinthepetition.(2)IfIhadmoretime,IwouldhelpyoulearnEnglish.2.independent(1)ThemoreyouspeakEnglish,thebetteryourEnglishwillbee.(2)Themorepowerfulthecaris,themoredifficultitistohandle.教學(xué)反思：本篇課文是圍繞“善意的謊言”展開論述的議論文。文章結(jié)構(gòu)清晰，邏輯嚴(yán)謹(jǐn)，從三個(gè)方面分別論述了“為什么即使是善意的謊言也會(huì)造成嚴(yán)重的危害”這一話題，從而引發(fā)學(xué)生對(duì)誠(chéng)實(shí)的深度思考。通過完成問答、填寫表格、小組合作等活動(dòng)任務(wù)的實(shí)施，使學(xué)生理解并掌握議論文的文章結(jié)構(gòu)和觀點(diǎn)論述方法，從而進(jìn)一步對(duì)認(rèn)識(shí)自我、尊重他人及維護(hù)良好人際關(guān)系等問題產(chǎn)生新的思考。新外研社高中英語必修三Unit1Knowingme,KnowingyouPeriod4Presentingideas教學(xué)設(shè)計(jì)教學(xué)目標(biāo)：Bytheendofthisperiod,studentswillbeableto1.Analysingthegivenpassagethroughtextanalysispatternandtofinishcontinuationwriting;2.Pluginthefeelingsof“I”whilemakingmistakesandacknowledgethatthebetterwaytosolveproblemsistotakeresponsibilityandlearntoforgive.教學(xué)重難點(diǎn)：1..Instructstudentstoreadthegiventext,pletethetextanalysis,andthenwriteacontinuation;2.Guidestudentstounderstandthevalueofforgivenessanditsimpactonpersonalgrowthinrelationships.教學(xué)方法：TaskbasedLanguageTeachingMethod教學(xué)過程設(shè)計(jì)：StepⅠReadingandthinkingReadthetextandanswerthequestions.1.What’sthemainideaofthetext?2.Whatwillhappennextandhowwouldthisstoryend?Fortythreeyearsseemslikealongtimetorememberthenameofamerefriend.IhavealreadyforgottenthenameofanoldladywhowasacustomeronmypaperroutewhenIwasatwelveyearoldboyinMarinette,Wisconsinbackin1954.YetitseemslikejustyesterdaythatshetaughtmealessoninforgivenessthatIcanonlyhopetopassontosomeoneelsesomeday.OnaSaturdayafternoon,afriendandIwerethrowingrocksontotheroofoftheoldlady’shousefromasecretspotinherbackyard.Theobjectofourplaywastoobservehowtherockschangedtomissilesastheyrolledtotheroof’sedgeandshotoutintotheyardlikeets(彗星)fallingfromthesky.Ifoundmyselfaperfectlysmoothrockandsentitforaride.Thestonewastoosmooth,however,soitslippedfrommyhandasIletitgoandheadedstraightforasmallwindowontheoldlady’sbackporch(走廊).Atthesoundofbrokenglass,wetookofffromtheoldlady’syardfasterthananyofourmissilesflewoffherroof.IwassoscaredaboutgettingcaughtthatIwasconcernedabouttheoldladywiththebrokenporchwindowallthetimethatnight.However,afewdayslater,whenIwassurethatIhadn’tbeendiscovered,Istartedtofeelguiltyforherbadluck.ShestillgreetedmewithasmileeachdaywhenIgaveherthepaper,butIwasnolongerabletolookintohereyes.ImadeupmymindthatIwouldsavemypaperdeliverymoney,andinthreeweeksIhadthesevendollarsthatIthoughtwouldcoverthecostofherwindow.IputthemoneyinanenvelopewithanoteexplainingthatIwassorryforbreakingherwindowandhopedthatthesevendollarswouldcoverthecostforrepairingit.Iwaiteduntilitwasdark._______________________________________________________________________________________________________________________________________________________________________________________________________________Thenextday,Ihandedtheoldladyherpaper.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Suggestedanswers:1.Ibrokeanoldlady’swindowandwasdeterminedtosavemoneytocoverthecostofit.2.Students’ownanswers.StepⅡAnalysingthetextActivity1ReadforelementsReadthetextquicklyandfillintheblanks.Who:_____________________________________________;

What:_____________________________________________;

Where:____________________________________________;

When:_____________________________________________;

Why:______________________________________________;

How:______________________________________________;

Activity2ReadforplotsBasedontheanalysisofthetext,pletethetable.Tips:讀故事主線(開端,發(fā)展,高潮,結(jié)局等)Howwouldtheproblembesolved?Fortythreeyearsseemslikealongtimetorememberthenameofamerefriend.IhavealreadyforgottenthenameofanoldladywhowasacustomeronmypaperroutewhenIwasatwelveyearoldboyinMarinette,Wisconsinbackin1954.YetitseemslikejustyesterdaythatshetaughtmealessoninforgivenessthatIcanonlyhopetopassontosomeoneelsesomeday.OnaSaturdayafternoon,afriendandIwerethrowingrocksontotheroofoftheoldlady’shousefromasecretspotinherbackyard.Theobjectofourplaywastoobservehowtherockschangedtomissilesastheyrolledtotheroof’sedgeandshotoutintotheyardlikeets(彗星)fallingfromthesky.Ifoundmyselfaperfectlysmoothrockandsentitforaride.Thestonewastoosmooth,however,soitslippedfrommyhandasIletitgoandheadedstraightforasmallwindowontheoldlady’sbackporch(走廊).Atthesoundofbrokenglass,wetookofffromtheoldlady’syardfasterthananyofourmissilesflewoffherroof.(故事發(fā)生的開端背景)?beginningIwassoscaredaboutgettingcaughtthatIwasconcernedabouttheoldladywiththebrokenporchwindowallthetimethatnight.However,afewdayslater,whenIwassurethatIhadn’tbeendiscovered,Istartedtofeelguiltyforherbadluck.ShestillgreetedmewithasmileeachdaywhenIgaveherthepaper,butIwasnolongerabletolookintohereyes.

(發(fā)展:由于害怕而逃跑,之后又感到愧疚)?DevelopmentImadeupmymindthatIwouldsavemypaperdeliverymoney,andinthreeweeksIhadthesevendollarsthatIthoughtwouldcoverthecostofherwindow.IputthemoneyinanenvelopewithanoteexplainingthatIwassorryforbreakingherwindowandhopedthatthesevendollarswouldcoverthecostforrepairingit.

(高潮:攢錢修玻璃并寫信道歉)?ClimaxParagraph1:Iwaiteduntilitwasdark.

Paragraph2:Thenextday,Ihandedtheoldladyherpaper.

(結(jié)局:得到原諒)?EndingPlotLineOverviewBeginningItgoesworsewhen(Development)TheclimaxiswhenHowwilltheproblembesolved?(Ending)Suggestedanswers:PlotLineOverviewBeginningAfriendandIwerethrowingrocksontotheroofoftheoldlady’shouseandbrokeherwindowonthebackporch.Itgoesworsewhen(Development)Theytookofffromtheoldlady’syardveryfast,andIwassoscaredaboutgettingcaught.TheclimaxiswhenIputthemoneyinanenvelopewithanoteexplainingthat