高中英语外研版 (2019)必修第三册Unit 1 Knowing me, Knowing you教案

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这是一份高中英语外研版 (2019)必修第三册Unit 1 Knowing me, Knowing you教案，共5页。

课题		Book 3 Unit 1 Knowing me, knowing you（Developing ideas）2课时
教材版本		2019外研版必修三	备课组教师
主备人			审核人
教学目标		1. Able to read texts independently, understand and master the features of argumentative essays and the organization of articles, and complete the expression training from clause to paragraph and from paragraph to article; 2. Able to choose reasonable and appropriate examples to demonstrate their own views;
教学重点		1. Guide students to understand and master the stylistic features and organization of argumentative essays based on discourse learning; 2. Exercise students' ability to think in combination with context and use language in context.
教学难点		1. Promote students' analytical ability, critical thinking ability and thinking rigor through the study of argumentative essay structure; 2. Guide students to learn ways to analyze and solve problems in relation to real life, so as to promote language learning in reverse.
教学方法		Task-based teaching method, communicative approach and cooperation-study method
学情分析及学习方法		In this lesson, I will mainly use Task-based teaching method, communicative approach and cooperation-study method to guide Ss to use effective reading strategies to comprehend the text, solve difficulties and complete different tasks.
素养水平		Level 2 of language ability; level 3 of learning ability and cultural awareness
信息技术应用		PPT, application of video and pictures, and other information techniques
教学过程
环节	教学活动			学生活动	设计意图	素养提升点
问题情境导入	1. T uses questions to guide Ss to read pictures. For example:  Who is doing better in the exam?  If you were student B, how would you like to response? 2. T provides some similar situations for Ss to talk about.			Ss talk freely to warm up their real-life experiences and Ss are expected to talk more about their opinions on white lies.	1. To lead in the topic and arouse their interests to read. 2. To introduce the idea of white lies to students and get them prepared for the later reading.	language ability thinking quality
教学过程	Step1.While-reading 1. T encourages Ss to explain what a “white lie” is. 2. T asks Ss to read the passage and find out the meaning of “white lies” according to the author. Step2.After-reading 1. T asks Ss to divide the passage into three parts with the help of exercise 3 on page 10. 2. T guides Ss to frame each part with the following questions:  Why do we always tell white lies, though it’s wrong?  What examples are mentioned in this part? What is the analysis of the writer? Step 3 Think & Share T gets Ss to go back to the poem lines and think about its meaning in the context. Step 4 Summary T leads Ss to watch a video clip about how to improve our way of eating. T makes a brief summary of the lesson and assign post-class tasks. Step 5 Homework T encourages Ss to work in groups to share more supporting examples of the same dilemma in their real lives. 2. T asks Ss to combine their viewpoints and their examples together and write it into a passage.			1. Ss come up with their own definitions of “white lies”. 2. Ss read the passage and check. Ss understand the frame of the passage and understand each part with its reasons, supporting examples and analysis. 2. Ss fill in the blanks in exercise 3 on page 10 and think about the writing pattern of an argumentative essay. Ss think and share with the class what they would do in the situation described in the passage? Ss think and share with the class their understandings of Walter Scott’s poem and work in groups and discuss each person’s lifestyle in the passage. 1. Ss work together, list examples and pick out the most reasonable ones. 2. Ss follow the useful expressions on page 11 while writing.	To skim and get the main idea of the passage Make a mind map of the information and the passage. 2. To encourage Ss to find more examples of white lies of their own and tell the differences between a lie and a white lie and inspire Ss to get further understanding of the theme value. Help Ss summarize the lifestyles of the characters, make comments and give suggestions. Further develop Ss’ understanding of the unit theme and help them apply what they’ve learned in a real-life context. To practice writing an argumentative essay with the given structures and sentence patterns. To improve writing skills through peer evaluation.	learning ability language ability critical thinking culture awareness thinking quality learning ability culture awareness language ability thinking quality learning ability language ability language ability thinking quality learning ability learning ability culture awareness language ability thinking quality learning ability language ability
小结	In the teaching process, the emphasis is on guiding students to understand the structure of literary style and to put forward personal views based on the real context and reality.Therefore, this also enlighten us in the future teaching, we should not only pay attention to the text knowledge and the foundation, meanwhile, more importantly, mobilize the students' thinking, and truly transform the input into the output.
板书设计	Unit 1 Developing ideas  Who is doing better in the exam?  If you were student B, how would you like to response?