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Ⅰ. Analysis of Teaching Contents
Teaching content: Book 3 Unit 1 Developing ideas
Teaching method: interaction, guide-discovery.
Theme context: man and self (understanding, enriching, and improving self), man and society( good interpersonal relationships and social interactions)
Type of text:essay
Analysis of the text:
What:
The text focuses on little white lies, which is an essay with clear structure and rigorous logic. The author uses lots of examples to argue why even little white lies can lead to unpredictable results.
Why:
The author aims to appeal readers to think more about little white lies.
The speaker aims to deepen self-knowledge and learn more about themselves.
The speaker aims to respect others’ feeling and understand others’ real need when it comes to interpersonal relationship.
How:
The text has the characteristics of both logic and objectivity.
The author uses some examples to make her argument more reliable and objective. The author tells readers what is little white lie and why we use them in our real life, and then tells us what unpredictable results they may cause.
Its logic is interlinking. At the beginning of the text, the author tells us what are little white lies and when do we use them in our real life, and then the author tells us why someone choose to tell little white lies.
Ⅱ. Analysis of Student
The students in this class have a moderate level of English, but they have basic reading skills. Students have done some simple reading exercises in the previous reading class. And they are familiar with the words or expressions. At the same time, students have a serious learning attitude and a high degree of enthusiasm for learning. However, they are not familiar with some related background information about little white lies.
Ⅲ. Teaching Objectives
Students can understand the author’s opinions and attitudes towards little white lies.
Students can analyze and summarize the structure of the text and dram a mind map.
Students can use what they have learned in this class to have a debate on “whether we should be honest”.
Ⅳ. Focal Points
Students can understand the author’s opinions and attitudes towards little white lies.
Students can analyze and summarize the structure of the text and dram a mind map.
Measures:
By the guidance of the teacher and providing some reading strategies before doing reading exercises.
By analyzing the structure of the text together with students.
Ⅴ. Difficult Points
Students can use what they have learned in this class to have a debate on “whether we should be honest”.
Measures:
By providing some expand knowledge and summarizing the key points with students and doing group work.
Ⅵ.Teaching Assessment
Can you understand the the author’s opinions and attitudes towards little white lies
Can you analyze and summarize the structure of the text and dram a mind map
Can you use what you have learned in this class to have a debate on “whether we should be honest”
Ⅶ.Teaching flow chart
ⅧTeaching Procedures and Time Allotment
Stage 1 Lead in (5 mins)
(Purpose: To activate students' prior knowledge and lead in the topic.)
T asks ss the image of a “liar” in their mind and presents the picture of Pinocchio and the idiom "Honesty is the best policy".
Ss talk freely to describe the image of liars from their own perspectives. They may mention the boy whose nose grows longer every time he tells a lie.
Stage 2 Pre-listening (5 mins)
(Purpose: To arouse students' interest with real-life situations and involve
them in active thinking.)
Step 1 Q&A
T presents the scenario and asks students to think about what they would say to Student A. Guiding questions:
Who is doing better in the exam
If you were student B, how would you like to respond Would you tell your real mark to Student A
Ss observe the picture and give their responses.
Possible answers:
B: Oh, sorry to hear that.
But I did no better than you,
B: Come on. Actually you did well. I did worse
Step 2 Q&A
T invites some pairs to What about these lies (as shown on the PPT) Do they sound familiar to you
Ss will realize that we tend to lie a little more than we're willing to admit.
Step 3 Q&A
T raises the questions: "Why do we tell lies so often even though we know lying is wrong What can be counted as white lies " and invites students to find some clues in reading.
Ss develop their own answers or at least bring the questions to reading.
Stage 3 While-reading (15 mins)
(Purpose: To train ss' skimming skill to get the main idea of the passage and to teach ss the way of giving definitions and help them further understand the argument.)
Step 1 Read for the argument
T asks ss to go through the passage quickly to figure out the author's opinion on little white lies and give their reasons.
Ss read the passage quickly to find the argument: even white lies have results we cannot know in advance. So the author has a negative view on white lies.
Any other contextual clues Have you found the definition of "white lies" given by the author How does the author give the definition
Ss read the passage and locate the answer "little lies that we tell to protect others from truth".
Step 2 Read for structure
T asks ss "How many parts will you divide the essay into "
Ss read on their own first, and give a number.
T asks ss to read again and complete the diagram on Page 10 or draw a mind map of
their own to show how the author proves the argument.
Ss work in groups to draw mind maps\ finish the structure map on the text book.
T invites some groups to share their answers/ mind maps in class.
Group representatives come to the front and share their mind map.
Step 3 Read for appreciation
T gets ss to go back to the poem lines and think about its meaning in the context. What does the "web" in the poem represent
Ss think and share with the class their understanding of Walter Scott’s poem.
Eg. Lying is a tangled web. It’s hard to stop lying one once you have started because you have to cover it with more lies.
Tasks ss to talk about the function of using three parallel questions in the last paragraph.
Ss try to give their answers.
Stage 4 Post-reading (13 mins)
(Purpose: To arouse ss' deep understanding and thinking of the topic and to let ss think further and learn to use the proper examples as well as what they have learned today to support their opinions.)
Step 1 Think & Share
What would you do in the situations described in the passage
How would you feel if you were told a white lie Share your experience with the class if this has happened to you.
Is a lie ever white
Ss think and share with the class their thoughts regarding these questions.
Step 2 Debating
T asks ss with same answers to work in groups and prepare a short essay for debating on the topic "Is honesty still the best policy "
Give ss some tips, say
Make your argument loud and clear.
Define what honesty is.
Give reasons for your argument.
Support your reasons with examples/real-life situations.
End with your conclusion.
Ss choose their side and prepare for the debate. They can brainstorm for more reasons and examples. And they are encouraged to draw a mind map with bullet points to help with their debate later.
The debaters come to the front and start debating. Others listen carefully and vote for the winning side.
T invites two students from each side to do a short debate.
Stage 5 Assigning homework (2 mins)
(Purpose:To consolidate what ss have learned and practiced in class)
Develop your debating notes\mind map into an essay of around 100 words.
Note: T=Teacher Ss=Students 1’=1 minute CW=Class Work IW=Individual Work GW=Group Work PW= Pair Work
Ⅸ Blackboard Design
ⅩTeaching Reflection
Advantages:
The use of multi-media may attract the students’ interest and some activities may get most of the students involved. For instance, at the beginning of the class, the teacher play a video which is a song performed by many foreign languages, students will be interested in it.
Disadvantages:
The knowledge learned in the stage of while-listening is stiff when applied to the speaking part.
Improvement:
The teacher should provide more material and background information to students in order to let them be familiar with the topic of the listening material.

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