外研版（2019）必修第三册Unit 1 Knowing me, Knowing you Understanding idea教学设计（表格式）
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| 名称 | 外研版（2019）必修第三册Unit 1 Knowing me, Knowing you Understanding idea教学设计（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 195.9KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-04-17 22:07:21 | ||
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成都市实验外国语学校五龙山校区
英语学科教学设计 姓名___________
教学基本信息
课题名称 Little white lies 授课时间 2022.12.12
教师姓名 学生年级 高1 课时 1
课型 Reading
一、教学分析设计
Analysis of the teaching material 单元大观念：人与自我；人与社会。knowing me; knowing you 。 knowing me要求学生加强自我认识，knowing you 要求学生切换角度，站在对方立场理解思考，建立良好的人际关系 what/why: 本语篇的主题语境为人与社会---人际关系。本文通过引用walter scott诗歌中的两句话，将white lies比喻为tangled web，引出主题。作者列举了什么是善意的谎言，并且采用举例子的方式，层层推进，推翻人们原有的对white lies的认知。 how：本语篇为议论文，内容结构为总分总：第1/2段引用诗歌，以比喻的形式引出本文话题：white lies。第3-7段作者列举了三个与自己有不同关系的人的例子：与一般关系的人；与朋友；与父母。列出了三个不同的理由make others feel better; give encouragement; protect others from bad news.以此来论证作者的观点： white lies may have different results we can’t predict so tell the truth.第8段作者采用三连问的方式总结出并强调自己的观点： tell the truth.
Ideas of the Design 基于英语学习活动观
Analysis of the students 高一3班
Teaching Methods Task-based
Teaching Aims 学生能够梳理文章的论点和论据，并获取作者的观点。 学生能够运用本文的语言知识和议论文的论证方法，客观地评价作者的观点，在真实的社会情境中分析并解决问题 学生能够能够在语境中理解practice 和knowledge的意思，以及虚拟语气的功能。
Key and difficult points 梳理文章的论点和论据，并获取作者的观点。运用本文的语言知识和议论文的论证方法，客观地评价作者的观点。
二、教学实施设计
Teaching steps
steps Ss’ activities T’s activities Intention
Pre-learning 1. Lead-in (5’) One student performs the presentation and the rest listen carefully The rest of the students choose which statements are mentioned Free talk Ask one student to prepare for a 3-minute presentation in advance When he performs the presentation, the other students listen carefully and take notes. After listening, they are required to tick which statements are mentioned in the learning guide Present 3 situations from the essay and ask ss to talk freely To lead in the topic and activate previous knowledge about white lies
While-learning Learning (30’) Read for the author’s opinion and say how to find it and learn the new meaning of the familiar word Argumentation: Read for the detailed information and work in group to complete the table. Make a conclusion: The purpose of three questions sentences in last paragraph Introduction: the function of the poem in para learn the word “practice”: use a certain way to do sth. Share their ideas on three examples and give comments on others’ sharing (using the structure of argumentation) Ask ss to read the passage and find the author’s opinion (how to get it: para 2 and 8) and to explain the word “knowledge” Ask ss to read for the detailed information How does the author justify his opinion And find the 3 examples ( take the firsr one for example: to show how to complete the diagram) Move on to para 8 and make a conclusion: compare the two ways of ending the essay and say which one is better Move on to para 1and understand the lines and its function Ask ss to read critically I(1)f you came across one of them, would you do the same thing Or what would you do (When one is sharing, the rest of them need to listen carefully and give comments on his or her ideas) (学生生成） Summary: it depends whether you tell a lie or truth,Whether to tell the truth or not depends on many factors: time; occasion; the relationship between you and the other...... 2. We need the truth, but more than the truth. Say it in a polite and proper way instead of cold truth. . To infer the author’s opinion To get the detailed information and comb the structure of argumentation; to learning the writing techniques To think critically and apply
Post-learningg Summary 5‘ Summary: the structure of the argumentation Summary: the structure of the argumentation
Assignments after Class
完成学案上面的课文填空和选词填空 写作
Bb Design
三、教学评价反馈
Students’ Comments
Self-reflection
总体完成了所设定的教学目标。但以下几点需要注意：1. 讲解单词时，可给出中文意思。2. 表述要清楚。比如应该问学生总结方式是statement好还是question sentences好。3.衔接要连贯。比如结构总结完毕之后，应该问学生作者是否说服了你，然后再用文章中的3个例子来证明自己的观点。
英语学科教学设计 姓名___________
教学基本信息
课题名称 Little white lies 授课时间 2022.12.12
教师姓名 学生年级 高1 课时 1
课型 Reading
一、教学分析设计
Analysis of the teaching material 单元大观念：人与自我；人与社会。knowing me; knowing you 。 knowing me要求学生加强自我认识，knowing you 要求学生切换角度，站在对方立场理解思考，建立良好的人际关系 what/why: 本语篇的主题语境为人与社会---人际关系。本文通过引用walter scott诗歌中的两句话，将white lies比喻为tangled web，引出主题。作者列举了什么是善意的谎言，并且采用举例子的方式，层层推进，推翻人们原有的对white lies的认知。 how：本语篇为议论文，内容结构为总分总：第1/2段引用诗歌，以比喻的形式引出本文话题：white lies。第3-7段作者列举了三个与自己有不同关系的人的例子：与一般关系的人；与朋友；与父母。列出了三个不同的理由make others feel better; give encouragement; protect others from bad news.以此来论证作者的观点： white lies may have different results we can’t predict so tell the truth.第8段作者采用三连问的方式总结出并强调自己的观点： tell the truth.
Ideas of the Design 基于英语学习活动观
Analysis of the students 高一3班
Teaching Methods Task-based
Teaching Aims 学生能够梳理文章的论点和论据，并获取作者的观点。 学生能够运用本文的语言知识和议论文的论证方法，客观地评价作者的观点，在真实的社会情境中分析并解决问题 学生能够能够在语境中理解practice 和knowledge的意思，以及虚拟语气的功能。
Key and difficult points 梳理文章的论点和论据，并获取作者的观点。运用本文的语言知识和议论文的论证方法，客观地评价作者的观点。
二、教学实施设计
Teaching steps
steps Ss’ activities T’s activities Intention
Pre-learning 1. Lead-in (5’) One student performs the presentation and the rest listen carefully The rest of the students choose which statements are mentioned Free talk Ask one student to prepare for a 3-minute presentation in advance When he performs the presentation, the other students listen carefully and take notes. After listening, they are required to tick which statements are mentioned in the learning guide Present 3 situations from the essay and ask ss to talk freely To lead in the topic and activate previous knowledge about white lies
While-learning Learning (30’) Read for the author’s opinion and say how to find it and learn the new meaning of the familiar word Argumentation: Read for the detailed information and work in group to complete the table. Make a conclusion: The purpose of three questions sentences in last paragraph Introduction: the function of the poem in para learn the word “practice”: use a certain way to do sth. Share their ideas on three examples and give comments on others’ sharing (using the structure of argumentation) Ask ss to read the passage and find the author’s opinion (how to get it: para 2 and 8) and to explain the word “knowledge” Ask ss to read for the detailed information How does the author justify his opinion And find the 3 examples ( take the firsr one for example: to show how to complete the diagram) Move on to para 8 and make a conclusion: compare the two ways of ending the essay and say which one is better Move on to para 1and understand the lines and its function Ask ss to read critically I(1)f you came across one of them, would you do the same thing Or what would you do (When one is sharing, the rest of them need to listen carefully and give comments on his or her ideas) (学生生成） Summary: it depends whether you tell a lie or truth,Whether to tell the truth or not depends on many factors: time; occasion; the relationship between you and the other...... 2. We need the truth, but more than the truth. Say it in a polite and proper way instead of cold truth. . To infer the author’s opinion To get the detailed information and comb the structure of argumentation; to learning the writing techniques To think critically and apply
Post-learningg Summary 5‘ Summary: the structure of the argumentation Summary: the structure of the argumentation
Assignments after Class
完成学案上面的课文填空和选词填空 写作
Bb Design
三、教学评价反馈
Students’ Comments
Self-reflection
总体完成了所设定的教学目标。但以下几点需要注意：1. 讲解单词时，可给出中文意思。2. 表述要清楚。比如应该问学生总结方式是statement好还是question sentences好。3.衔接要连贯。比如结构总结完毕之后，应该问学生作者是否说服了你，然后再用文章中的3个例子来证明自己的观点。