资源简介

Design of a Reading and Thinking Lesson
Little White Lies
Unit 1 “Knowing me, Knowing you”, Book 3
Foreign Language Teaching and Research Design
Original Text:
Design of a Lesson
Title: Little White Lies
Textbook: Unit 1, “Knowing me, knowing you”, Book 3, Senior 1, Foreign Language Teaching and Research Press.
Students: 67, Grade 1 from high school
Type of Lesson & Time Reading and thinking/ 40 mins Teaching and Learning Methods CLT, Task-based Teaching Methods, Cooperative Learning
Teaching Aids Blackboard, chalk, power point
I Teaching Design Principles
According to General Senior High School Curriculum Standards (2017 edition), the designing principles of this lesson are as follows:
Adopting an activity-based approach to English learning to cultivate students’ core competences
II Analysis of Teaching Content
What: The title of the text is “Little White Lies”, and the theme is Man and Self. This article is argumentative. By examples, it illustrates that white lies can also bring serious consequences. Therefore, we should be honest.
Why: First, by learning of this text, students can discover the special structure and writing ideas of the text, understand and master the basic structure of argumentative writing, as well as vocabulary and expressions related to the theme. Also, students can connect with real-life situations, learn how to analyze and solve problems. Finally, students are able to apply the knowledge learned to guide daily life like paying attention to one’s personality traits and emotional management methods, respecting others, and establishing and maintaining good interpersonal relationships.
How: The article has a clear structure, sufficient argumentation, and logic line. This article uses two sentences from Scottish poetry to introduce the theme and uses metaphor to introduce the definition of a white lie with examples of what people consider a white lie. Secondly, the author refutes people’s perceived reasons for telling white lies step by step through logical reasoning, and finally ends with three rhetorical questions, which not only leaves readers with endless thinking but also reflects the author’s own viewpoint: even white lies have unpredictable effects, so in social interactions, we should be honest and speak the truth.
III Analysis of Students
The students are in the second semester of Grade I from high school. From the learning habit perspective, most students can familiarize themselves with the text in advance. For learning strategies, students use them properly in reading. At the same time, students can actively think about some open problems and have their own opinions about white lies, which shows that their thinking ability is more mature. Finally, from the aspect of topic, they have already been exposed to white lies more or less, so, most of them are willing to express their opinions and able to engage in effective topic discussions.
However, for most students, they don’t know how to deal with white lies or tell the heart-broken truths. And, for the exploration of theme, they lack sufficient thinking on how to define white lies and avoid hurting others with white lies. Also, further training is needed about critically thinking to white lies and express their insights and output their thoughts in discussions. Teachers should guide students to construct new knowledge structures and continuously deepen their understanding and comprehension of the theme.
IV Teaching Objectives
By the end of the lesson, students will be able to:
1. Analyze the meaning and usage of “white lies” in the text and sort out detailed reason; examples and analysis about white lies.
2. Infer and distinguish between white lies and malicious lies.
3. Summary main idea of text and outline the text’s writing framework.
4. Act out one situation from the real-life experiences about white lies.
5. Construct and share personal opinions about white lies.
Ⅴ Focal Points
1. Analyze the meaning and usage of “white lies” in the text and sort out detailed reason; examples and analysis about white lies.
2. Summary main idea of text and outline the text’s writing framework.
Ⅵ Difficult Points
1. Construct and share personal opinions about white lies.
Ⅶ Teaching Procedures and Assessment
Stage& learning objectives Teaching activities & interaction mode & Time Design purpose Activity level & Core competencies covered
Lead-in：warm up for the topic Warm-up (CW) (4 mins): (1) T plays a video to Ss, and asks Ss to think and answer some questions about white lies. Q1: Do you think the “white lies” in the video are good Q2. Do you think we always tell white lies in real life Q3. Would you feel sad if you were told a white lie 1.Attract Ss’ interests before the class and enliven the atmosphere of the class; 2. Indicate the beginning of the class and remind Ss to keep attention for class; 3. Enhance their sense of identification with white lies; 4. Cultivate critical thinking from different aspects. Learning and understanding level. Language competence: Discuss and share thoughts in English. Thinking quality: Present Ss views and choices on white lies in daily life. Learning ability: Mobilizing Ss’ attention to start learning.
Teaching Assessment of lead-in： Observe Ss’ enthusiasm for this class and their interest in dealing with problems about white lies. Check whether Ss enter the learning state and observe their attention levels, focus and so on. Check whether Ss activate their knowledge and memory about topic of white lies.
Pre-reading Think and answer Activity 1 (CW) (4 mins): T asks Ss to read the picture on page 10 and answer their choices if they are student B. Q1: Who is doing better in the exam Q2: If you were student B, how would you like to response 1. Cultivate students’ observation ability; 2. Stimulate learning interest; 3. Exercise reading comprehension skills, especially quickly capturing information and understanding situations; 4. Developing critical thinking skills; 5. Emotional education and value guidance. Learning and understanding level. Learning Ability: 1. Developing background information. 2. Search information from pictures. Thinking quality: 1. Observing, analyzing and answering the questions.
Teaching Assessment of objective 1： Observe Ss’ performance and check if they can keep their attention to the pictures and capture information. Check Ss’ attitude and choices in answering these questions. Check whether Ss need more hints than the pictures to help them get into the situation and answer questions.
While -reading Scan and skim Activity 2 (CW) (6mins) : T asks Ss to read the passage quickly with reading strategies like scanning and skimming, then Ss need to answer the meaning of “white lies” in text . Q1: What’s the meaning of white lies in the passage Q2: Why do we tell lies even though we know lying is wrong Q3: What kind of lies can be regarded as white lies 1. Developing reading strategies; 2. Enhance students’ information extraction ability; 3. Promoting language understanding and application skills; 4. Cultivate Ss’ critical thinking abilities. Learning and understanding level. Language Competence: 1. Fast reading with purposes; Learning Ability: 1.Developing reading strategies like scanning and skimming. Thinking quality: 1. Analyzing and solving problems.
While-reading Read for details. Activity 3 (CW) (4mins): T asks Ss to divide the passage into parts. Q1: How many parts can the passage be devided into And how to divide the passage Q2: How does the author argue for the topic Activity 4: (CW) (7mins) T asks Ss to read the passage again and answer questions and finfish diagrams. Read Para.1-2 and work out the answers. Q1: Why does the author use the quotation of Scottish poetry (2) T asks Ss to read Para.3-7 and complete the diagram. (3) T asks Ss to read Para 8. and complete the diagram and answer questions. Q2: What is author’s attitude Q3: Why does the author repeat the questions in the last paragraph Q4: What is the author’s attitude Q5: Why does the author repeat the questions in the last paragraph (4) T asks Ss to review the structure and add more information. 1. Enable Ss to get detailed information from this text; 2. Train Ss’ ability of and reading and understanding; 3. Form a logical line to help Ss construct the text in their minds. 4. Enhance the ability of discourse analysis and help students grasp the overall framework of the article; 5. Developing critical reading skills; 6. Promote active learning; 7. Deepen the understanding of the text, understand its main idea and details; 8. Improve information integration capabilities; 9. Analyze the author’s attitude and intention; 10. Cultivate comprehensive application abilities. Learning and understanding level. Language competence: 1. Understanding and expressing in ways of reading and speaking; 2. Form language consciousness and language sense in reading and thinking. Cultural consciousness: 1. Exploring and understanding white lies’ reasons and percept author’s attitudes to white lies. Thinking quality: 1. The ability of analyzing and solving problems; 2. Making correct value judgements about white lies. Learning ability: 1. Developing reading strategies; 2. Forming the awareness and ability to actively use and adjust reading strategies based on different requirements.
Teaching Assessment of objective 2： Observe whether students can accurately divide the article into parts and analyze the overall structure of the article and the logic between paragraphs; Observe whether students can infer author’s argument, evidence, and argumentative methods. Evaluate whether students express deeper meaning of the text when answering questions;
Post-reading Think and Share Activity 5 (PW) (6mins): T displays some pictures and ask Ss to decide lies and whites lies. Q1 : Which one is a lie and which one is a white lie Q2: How would you feel if you were told a white lie 1. Distinguishing lies and white lies; 2. Cultivating critical thinking skills; 3. Promoting classroom interaction and discussion. Applying and practicing level. Language competence: 1. Expressing in English after understanding. Thinking quality: Analyzing and deciding.
Post-reading Pair work Acitvity 6 (PW) (8mins): T asks Ss to think about two situations about truths and white lies. And then Ss need to choose one of them to act it out with their choices about truths and lies. Q1: Jack had his haircut yesterday, and he asked you if he looked handsome. What is you answer Q2: Mary is wearing a T-shirt that doesn’t suit her well. She asks your advice. What do you say 1. Enhance situational understanding and role-playing abilities; 2. Improve oral expression ability; 3. Cultivate critical thinking and decision-making abilities; 4. Promote emotional education and value guidance; 5. Strengthen teacher-student interaction and classroom atmosphere Transferring and creating level. Language competence: Understanding and expressing thoughts in English. Learning ability: Actively joining in pair work and exploration of the main ideas. Thinking quality: 1. The ability of analyzing and solving problems; 2. Making correct judgements about the meanings and value of this article.
Teaching Assessment of objective 3： Observe whether students can conduct in-depth analysis of specific white lies and provide reasonable explanations. Observe how students understand and respond to given situations, and make appropriate responses based on this; Observe whether students reflect positive values and moral judgments through their performances, and whether they can balance sincerity and goodwill, pointing out problems and providing constructive suggestions;
Assigning Homework (1mins) Give a talk on the importance of honesty following the steps below: Explain what honesty is. Give reasons for the importance of being honest. Support your reasons with examples. End with your conclusion.
Teaching Assessment of Objective 4： Observe whether the speaker has clearly defined the concept of “honesty”. Have they explained the basic meaning of honesty in words and actions; Observe whether the overall structure of the speech is clear and coherent. From defining honesty to explaining importance, then to providing examples, and finally drawing conclusions, whether the entire speech process is smooth and natural, and whether there are good transitions and connections between various parts. Assess the speaker’s language expression ability, including vocabulary, grammar accuracy, intonation, and speed control. Observe whether they are able to express their views and feelings in accurate, vivid, and infectious language.
Blackboard Design
Note: T=Teacher Ss=Students IW=Individual Work GW=Group Work PW= Pair Work CW=Class Work
Ⅷ Teaching Reflection
General evaluation
Generally speaking, the lesson is quite successful based on students’ performances in the class and their initiative in activities. Also, because of the concrete and detailed analysis of students and the application of task-based approach and the teaching-learning-assessment alignment, this class can fit students’ needs of learning. Through this class they can make outputs of their opinions of white lies. And the same time, they can complete the activities in time with a high quality. They can also generate their own thoughts about the meanings and importances of truth.
Strength
This lesson inspires students to read and think. Firstly, this lesson captivates students’ attention and ignites their curiosity. It motivates students to actively engage in reading and reflection. By watching videos, answering thought-provoking questions, and analyzing texts, students are encouraged to think critically and develop their own opinions, fostering a deeper appreciation for the topic of white lies.
Secondly, the lesson is designed with a gradual increase in difficulty. It starts with simple warm-up activities to get students thinking and then moves on to more challenging tasks like dividing passages and analyzing author’s attitudes. This progress helps students build a strong foundation before tackling more complex concepts.
Thirdly, the variety of activities keeps students on their toes. From identifying lies in pictures to acting out real-life scenarios, the lesson offers a diverse range of tasks that keep students interested and engaged. This approach helps students explore the topic from different angles, enhancing their overall understanding.
Lastly, the hands-on nature of the final activities allows students to apply what they’ve learned. By giving suggestions to characters based on their problems, students get to put their critical thinking and interpersonal skills to the test. This practical application not only reinforces their learning but also prepares them to navigate similar situations in real life, making the lesson both educational and practical.
Weakness and suggestion for further improvement
However, this lesson does have some drawbacks. Firstly, during the lead-in, some visuals and challenges aren’t relevant to the core topic. These distractions can pull students away from the main focus on white lies. It’s essential to keep all materials, visuals, and questions tightly tied to the theme.
Next, Activity 2 seems too disordered for students. It should be changed into more ordered and there’s no need to read passage and make a definition. Similarly, in Activity 4, the addition of structure is also no need. Teachers should encourage students to comprehensive analyzing the structure in activity 3 rather than left some tasks in activity 4. Also, practice reading strategies is vital to avoid time-consuming reading sessions.
While Activity 6 provides an opportunity for students to apply their understanding of truths and white lies in real-life situations, the scenarios may not be diverse enough to fully engage all students or address a wide range of interpersonal challenges they may face. With multiple activities spanning various lengths, there is a risk of time mismanagement. This could lead to some activities being rushed, affecting the quality of student engagement and learning outcomes. And the lesson may not provide ample opportunities for students to receive immediate feedback on their answers, especially during group or pair activities. This can hinder their ability to self-correct and deepen their understanding of the concepts being discussed

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