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新外研版高中英语必修3 Book 3 Unit 1
课时教学设计
课时名称 Book 3 Unit 1 Developing ideas
主题语境 人与社会——建立并保持良好的人际关系
语篇类型 Argumentation
授课时长 一个课时（40分钟）
教学分析
教学内容分析及信息结构图 Developing ideas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。读写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。
学情分析 良好人际关系是学生必备的优秀品质，教师要引导学生如何在日常生活中与他人相处，并形成优良的人际关系。本单元介绍了青少年常见的情绪表现和性格特点，帮助学生认识到自己和同龄人在成长过程中会遇到的人际关系问题，并学会正确看待和解决这些问题学习如何建立和保持良好的人际关系是青少年成长过程中的重要问题。通过本单元学习，学生能够对处理人际关系有正确的态度，初步掌握处理人际关系的方法。
课时教学目标 通过完成教材活动1，教师引导学生在课前开展热身活动,在情境中运用语言进行交际,体会问答之间的信息沟通及其与单元主题的关联。学生两人一组,看图片,确认图中情境、人物表情和心理反应等信息,理解人物A的心情和问话,体会人物B的反应并设想如何回答。 通过完成活动2，教师请学生带着任务默读课文,理解关于white lies的信息,并进一步梳理文章的论点和论证过程,理解作者的真实意图和观点,学习论证方法。 通过完成活动3，学生再次独立阅读课文,完成活动3的表格。教师也可以根据学情,将学生分组,让不同小组阅读不同的段落内容并完成表格中相应的部分。最后，全班核对答案，教师引导学生关注文章结构和论证过程。 通过完成活动4，教师引导学生就“诚实”这一话题进行阐述，运用从课文中学到的知识，学生分组展开讨论,定义“诚实”的内涵,并列出诚实待人的原因,组内达成共识。各小组列出发言框架，每位成员选取一条原因，进一步讨论并给出例证（论据）支持，并通过分享，思考组员的观点、论证是否符合逻辑学生的表现做出评价，记录值得肯定的地方，指出需要改进的地方并提出建议。 通过完成Think and Share, 教师引导学生通过回答四个问题加深对文章内容的理解,同时联系自身实际,运用新学语言知识进行表达，进一步探索单元的主题意义，认识到诚实的重要性。
教学重点、难点 学生能够理解文章的大意，掌握议论文的结构特点。 学生能够对“诚实”有明确的认识，并知道在日常生活中要与他人诚实相处。 3.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 TBLT；PWP阅读教学模式
教学手段 PPT; Multimedia
Teaching Procedure Note: T(老师), Ss(学生), Iw(个人活动), Pw(同桌互动), Gw(小组集体活动), Cw(班级体活动)
Teaching Steps Activity Level Teacher’s Activity Students’ Activity Assessment
Step 1 Cw 1. T uses questions to guide Ss to read pictures. For example: （1）Who is doing better in the exam （2）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. Ss are expected to cover the following key points: 1. The student B is doing better in the exam. 2. If I were student B, I will respond “Actually you did well in learning English and be successful. You can do it. Let's do it together! ” 1. To lead in the topic and activate the students’ real-life experiences and arouse their interests to read. 2. To introduce the idea of white lies to students and get them prepared for the later reading.
设计意图 教师引导学生在课前开展热身活动,在情境中运用语言进行交际，请学生探讨各种回答背后的心理活动和原因，引出阅读的话题“善意的谎言”，体会问答之间的信息沟通及其与单元主题的关联。
Step 2 Iw/Cw 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. 1. Ss come up with their own definitions of “white lies”. 2.Ss read the passage and check. To skim and get the main idea of the passage.
设计意图 教师通过引导学生去读课文，有助于学生对文章标题的初步理解，为后续的学习铺垫。
Step 3 Iw/Cw 1. T asks Ss to divide the passage into three parts with the help of exercise 3. 2. T guides Ss to frame each part with the following questions: (1) Why do we always tell white lies, though it’s wrong (2) What examples are mentioned in this part (3)What is the analysis of the writer 1.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 and think about the writing pattern of an argumentative essay, which may be applied to the writing tasks later. Ss are expected to cover the following key points: (1) A lot of people have told "white lies", white lies are not excluded. Because "white lies" sometimes have to be said, is out of good intentions, is people's good heart driven, the bottom of my heart out of a kind of comfort, is a good wish for people or things, even say a white lie, can save people's lives. (2) The examples are: a. Someone’s cooking a meal for us that we don’t like. The majority of us don’t tell the truth — we lie and say that the food is “delicious” b. Someone’s haircut is awful, but we say “It’s great!” c. You say your friend’s singing is wonderful, despite secretly thinking that your cat can sing better. d. You’ve had a bad day, but you hide your tears and lie to your parents that your day was “fine”. 1. To learn to 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.
设计意图 学生对课文大意和框架有了初步了解，学习并思考议论文的写作模式，为后续的议论文写作训练埋下伏笔。
Step 4 Gw T asks Ss to work in groups and talk about the importance of honesty. Ss follow the instructions in exercise 4 and make it into a mini speech. To let Ss think further and learn to use the proper examples to support their opinions.
设计意图 通过小组合作的形式让学生开口说英语，这不仅能让学生开口说英语，而且能让学生明白“诚实的重要性”。
Step 5 Cw T asks Ss to combine their viewpoints and their examples together and write it into a passage. Ss follow the useful expressions in exercise 3 while writing. To practice writing an argumentative essay with the given structures and sentence patterns. To improve writing skills through peer evaluation.
设计意图 学生用给定的结构和句型写一篇议论文，并通过同伴评价来提高写作技巧。
板书设计 Questions： Who is doing better in the exam If you were student B, how would you like to response
案例解析 阅读课重在训练学生的阅读技能和培养学生的思维品质，尤其是高阶思维品质，并进一步发展学生的核心素养。这个单元主题语境是：人与社会，涉及的主题语境内容是优秀品行与社会责任感。阅读技能方面来看，我们注意培养学生在阅读前带着具体任务完成阅读和定位信息的能力。读后活动则通过分析文章标题、梳理故事线、细节理解以及开放性问答等，启发学生深入思考，运用所学知识创造性地探究单元主题意义。从学生德育教育和立德树人方面来看，通过举例分析说明善意的谎言也可能会带来严重的后果，引发学生思考个人成长的社会意义。 本节课需要提高或改进的地方应该给更多的时间学生进行更深入讨论文章在德育方面的需求，对助人为乐和从事公益事业的探讨。

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