外研版 (2019)必修 第三册Unit 1 Knowing me, Knowing you教案

这是一份外研版 (2019)必修 第三册Unit 1 Knowing me, Knowing you教案，共5页。
Type: Reading(Persnal letter)
Tpic: Human and Sciety—Interpersnal prblems and slutins
Analysis f Material
What:
The text fcuses n little white lies, which is an essay with clear structure and rigrus lgic. The authr uses lts f examples t argue why even little white lies can lead t unpredictable results.
Why:
The authr aims t appeal readers t think mre abut little white lies.
The speaker aims t deepen self-knwledge and learn mre abut themselves.
The speaker aims t respect thers’ feeling and understand thers’ real need when it cmes t interpersnal relatinship.
Hw:
The text has the characteristics f bth lgic and bjectivity.
The authr uses sme examples t make her argument mre reliable and bjective. The authr tells readers what is little white lie and why we use them in ur real life, and then tells us what unpredictable results they may cause.
Its lgic is interlinking. At the beginning f the text, the authr tells us what are little white lies and when d we use them in ur real life, and then the authr tells us why smene chse t tell little white lies.
Analysis f Learners
Students at this level have a wealth f experience in learning English based n the previus level f study, have acquired a great deal f specialized knwledge, and have certain learning strategies and learning abilities. Students are able t carry ut mre in-depth thinking and utput based n the reading, listening and speaking in the previus part.
Hwever, there were als instances where the fundatin was nt slid and there was a lack f extended thinking. Nt nly that, the main activities in this stage shuld be based n thinking and utput as the students fcus n input in the earlier part f the curse and neglect the utput f the prcess.
Learning Objectives
By the end f this class, students are able t:
T get the main idea f the text fully grasp the structure f the article.
T use lgical thinking and critical thinking t analyze the imprtant value f telling white lies.
T further understand the unit tpic and grasp writing characteristics f the argumentative essay.
Teaching Fcus
T guide students t use learning strategies t btain the main cntent f the article, srt ut the structure f the suggestin letter, and understand the specific expressins based n the cntext.
Teaching Difficulties
Skim t knw what “little white lies” means and what the structure f the passage is;
Scan t find ut and analyze the reasns and examples why peple tell white lies ;
Read again t think mre deeply abut white lies ;
Try t find ut the meaning f the fable and write an essay with the structure in last part.
Teaching Strategies
3P; Cperative Learning Methd
Teaching Aids
Multimedia; Handut; Blackbard; Chalks
Teaching Prcedures
Teaching Steps
Teaching Aims
Teaching Activities
Design Purpses
Teacher(T)
Students(Ss)
Step1 Lead-in
Ss will be able t interest the class and knw what will be talked next.
1.Teacher shws sme pictures and asks students what prblems thse students have at schl?
2.T asks Ss “when yu have prblems, wh will yu turn t fr help?”
1.Ss watch the pictures and answer the questin.
2.Ss say whm they will turn t fr help.
It aims t use sme pictures t aruse Ss’ learning interest and curisity t this lessn.
Step2 Pre-reading
1. T encurages Ss t explain what a “white lie” is.
2. T asks Ss t read the passage and find ut the meaning f “white lies” accrding t the authr.
1. Ss cme up with their wn definitins f “white lies”.
2.Ss read the passage and check.
T skim and get the main idea f the passage.
It aims t intrduce the text t students and prepare fr the rest f class.
Step3 While-reading
1. T asks Ss t divide the passage int three parts with the help f exercise 3.
2. T guides Ss t frame each part with the fllwing questins:
(1) Why d we always tell white lies, thugh it’s wrng?
(2) What examples are mentined in this part?
(3)What is the analysis f the writer?
1.Ss understand the frame f the passage and understand each part with its reasns, supprting examples and analysis.
2.Ss fill in the blanks in exercise 3 and think abut the writing pattern f an argumentative essay, which may be applied t the writing tasks later.
Ss are expected t cver the fllwing key pints:
(1) A lt f peple have tld "white lies", white lies are nt excluded. Because "white lies" smetimes have t be said, is ut f gd intentins, is peple's gd heart driven, the bttm f my heart ut f a kind f cmfrt, is a gd wish fr peple r things, even say a white lie, can save peple's lives.
(2) The examples are:
a. Smene’s cking
a meal fr us that we dn’t like. The majrity f us dn’t tell the truth — we lie and say that the fd is “delicius”
b. Smene’s haircut is awful, but we say “It’s great!”
c. Yu say yur friend’s singing is wnderful, despite secretly thinking that yur cat can sing better.
d. Yu’ve had a bad day, but yu hide yur tears and lie t yur parents that yur day was “fine”.
1. T learn t make
a mind map f the infrmatin and the passage.
2. T encurage Ss t find mre examples f white lies f their wn and tell the differences between a lie and a white lie and inspire Ss t get further understanding f the theme value.
It aims t help Ss understand the letter and get structure f this passage.
Step4 Pst-reading
T asks Ss t wrk in grups and talk abut the imprtance f hnesty.
T asks Ss t cmbine their viewpints and their examples tgether and write it int a passage.
Ss fllw the instructins in exercise 4 and make it int a mini speech.
Ss fllw the useful expressins in exercise 3 while writing.
T let Ss think further and learn t use the prper examples t supprt their pinins.
T practice writing an argumentative essay with the given structures and sentence patterns. T imprve writing skills thrugh peer evaluatin.
It aims t help Ss use what we’ve learnt int real situatin
It aims t help Ss t use what we’ve learnt int real situatin and help teacher t knw Ss’ learning situatin during this prcess.
Step5 Summary
Ss will be able t make a summary f the whle class.
T guides Ss t make a summary f what we’ve learnt in class and emphasize the principle: Think befre act and say.
Ss summarize the class tgether under T’s leading.
This is t help students cnslidate what they have learnt frm this lessn.
Hmewrk
Optin1: G ver the wrds and expressins learned in this perid.
Optin2: Plish yur cmpsitin and use mre advanced vcabulary and cmplex sentence structures.
板书设计
Teaching Reflectin
In brief, there are sme shining pints f this lessn. Firstly, students imprve their reading skills by finding ut the details and structures f the tw letters. Secndly, students think deeply and critically t make a mind map f the strategies hw t give help in the letter. Lastly, teacher guides students t get the principles f handling interpersnal relatins crrectly, and establish gd interpersnal relatins with thers by cmmunicating. Hwever, there are sme disadvantages f this lessn. Students haven’t enugh time t think and express their ideas. Besides, sme activities are a little difficult fr students s that they can’t finish well. In the future, I will avid these prblems and d better.