Unit1-Developing-ideas-板块教学设计

2/2Unit1Developingideas板块教学设计Developingideas板块教学设计（建议时长80–90分钟，教师可根据教学实际酌情调整。）课型Reading+Writing主题语境人与自我——认识自我，完善自我；人与社会——良好的人际关系与社会交往内容分析本板块呈现了本单元的第二个主要阅读语篇，文章围绕善意的谎言展开论述，属于议论文。文章结构清晰，逻辑严谨，从三个方面论述了为什么即使是善意的谎言也会造成严重的危害，从而引发学生对诚实的思考。写作部分提供了一则寓言，通过几个问题帮助学生理解其大意并引发对寓言的寓意——人与人之间保持合适距离的思考。通过完成活动任务，学生理解和掌握议论文的文章结构和观点论述的方法，进一步加深对认识自我、尊重他人、维护良好人际关系的思考。教学目标能够独立阅读课文，理解并掌握议论文的特点、文章的组织方式等，并完成从句到段，从段到篇的表达训练；能够选用合理、恰当的实例来论证自己的观点；教学重点引导学生基于语篇学习，理解并掌握议论文的文体特点和组织方式；锻炼学生结合语境思考的能力和在语境中运用语言的能力。教学难点借助议论文结构的学习，促进学生的分析能力、思辨能力和思维严谨性的提升；引导学生联系生活实际，学习分析问题、解决问题的方法，从而反向促进语言学习。教学策略任务型教学法TeachingcontentsProceduresPurposesTeacher’sactivityStudents’activityActivity11.TusesquestionstoguideSstoreadpictures.Forexample:Whoisdoingbetterintheexam?IfyouwerestudentB,howwouldyouliketoresponse?2.TprovidessomesimilarsituationsforSstotalkabout.Sstalkfreelytowarmuptheirreal-lifeexperiencesandSsareexpectedtotalkmoreabouttheiropinionsonwhitelies.1.Toleadinthetopicandactivatethestudents’real-lifeexperiencesandarousetheirintereststoread.2.Tointroducetheideaofwhiteliestostudentsandgetthempreparedforthelaterreading.Activity21.TencouragesSstoexplainwhata“whitelie”is.2.TasksSstoreadthepassageandfindoutthemeaningof“whitelies”accordingtotheauthor.1.Sscomeupwiththeirowndefinitionsof“whitelies”.2.Ssreadthepassageandcheck.Toskimandgetthemainideaofthepassage.Activity3&Learningtolearn1.TasksSstodividethepassageintothreepartswiththehelpofexercise3onpage10.2.TguidesSstoframeeachpartwiththefollowingquestions:Whydowealwaystellwhitelies,thoughit’swrong?Whatexamplesarementionedinthispart?Whatistheanalysisofthewriter?Ssunderstandtheframeofthepassageandunderstandeachpartwithitsreasons,supportingexamplesandanalysis.2.Ssfillintheblanksinexercise3onpage10andthinkaboutthewritingpatternofanargumentativeessay,whichmaybeappliedtothewritingtaskslater.1.Tolearntomakeamindmapoftheinformationandthepassage.2.ToencourageSstofindmoreexamplesofwhiteliesoftheirownandtellthedifferencesbetweenalieandawhitelieandinspireSstogetfurtherunderstandingofthethemevalue.Think&ShareTgetsSstogobacktothepoemlinesandthinkaboutitsmeaninginthecontext.Ssthinkandsharewiththeclasswhattheywoulddointhesituationdescribedinthepassage?SsthinkandsharewiththeclasstheirunderstandingsofWalterScott’spoem.ToarouseSs’deepunderstandingandthethinkingofthepassage.Activity4TasksSstoworkingroupsandtalkabouttheimportanceofhonesty.Ssfollowtheinstructionsonpage10exercise4andmakeitintoaminispeech.ToletSsthinkfurtherandlearntousetheproperexamplestosupporttheiropinions.Activity5TasksSstoreadthefable.Whilereading,TremindsSstopayspecialattentiontothetitleandtheending.Ssunderstandthatthepassageisaboutdilemma,andnotaboutporcupine.Ssunderstandthatthepassageisaboutfindingidealdistance,andnotaboutbeingindependent.3.Finishexercise5onpage11.Togetthemainideaofthefableandunderstandthemessageitconveys.Activity6TguidesSstogothroughthepassageindetails.Ssunderstandthefableandwritedownthesummaryandtheviewpointbycompletingthenotesinexercise6onpage11.Tosummarizetheviewpointandgetpreparedforthewritingtask.Activity71.TencouragesSstoworkingroupstosharemoresupportingexamplesofthesamedilemmaintheirreallives.2.TasksSstocombinetheirviewpointsandtheirexamplestogetherandwriteitintoapassage.1.Ssworktogether,listexamplesandpickoutthemostreasonableones.2.Ssfollowtheusefulexpressionsonpage11whilewriting.Topracticewritinganargumentativeessaywiththegivenstructuresandsentencepatterns.Activity81.Tshowsthecriteriaofagoodcompositionanddemon