1、Developing ideas板塊教學設計課型Reading 主題語境人與自我認識自我，完善自我；人與社會良好的人際關系與社會交往內容分析本板塊呈現了本單元的第二個主要閱讀語篇，文章圍繞善意的謊言展開論述，屬于議論文。文章結構清晰，邏輯嚴謹，從三個方面論述了為什么即使是善意的謊言也會造成嚴重的危害，從而引發學生對誠實的思考。寫作部分提供了一則寓言，通過幾個問題幫助學生理解其大意并引發對寓言的寓意人與人之間保持合適距離的思考。通過完成活動任務，學生理解和掌握議論文的文章結構和觀點論述的方法，進一步加深對認識自我、尊重他人、維護良好人際關系的思考。教學目標能夠獨立閱讀課文，充分理解文章所表達的意

2、思和情感，并掌握議論文的特點、文章的組織方式等，并完成從句到段，從段到篇的表達訓練；能夠選用合理、恰當的實例來論證自己的觀點；教學重點引導學生基于語篇學習，充分理解文本大意，并掌握議論文的文體特點和組織方式；鍛煉學生結合語境思考的能力和在語境中運用語言的能力。教學難點借助議論文結構的學習，促進學生的分析能力、思辨能力和思維嚴謹性的提升；引導學生聯系生活實際，學習分析問題、解決問題的方法，從而反向促進語言學習。教學策略任務型教學法Teaching contentsProceduresPurposes Teachers activityStudents activityActivity 11. T

3、 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

4、 opinions on white lies.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.Activity 21. T encourages Ss to explain what a “white lie” is.2. T asks Ss

5、 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.Activity 3&Learning to learn1. T asks Ss to divide the passage into three parts

6、 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 its wrong?What examples are mentioned in this part?What is the analysis of the writer?3.Help Ss to analyze the long and difficult sentences grammatically Ss

7、 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, which may be applied to the writing tasks later.analyze the sentences stru

8、ctures given on the screen and understand them semantically.1. To learn to makea 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 t

9、heme value.eliminate Ss obstacles to fully perceive the article.Think & ShareT gets Ss to go back to the poem lines and think about its meaning in the context.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 unders

10、tandings of Walter Scotts poem.To arouse Ss deep understanding and the thinking of the passage. Activity 4T asks Ss to work in groups and talk about the importance of honesty.Ss follow the instructions on page 10 exercise 4 and make it into a mini speech.To let Ss think further and learn to use the

11、proper examples to support their opinions.Activity 5T asks Ss to read the fable. While reading, T reminds Ss to pay special attention to the title and the ending.Ss understand that the passage is about dilemma, and not about porcupine.Ss understand that the passage is about finding ideal distance, a

12、nd not about being independent. 3. Finish exercise 5 on page 11.To get the main idea of the fable and understand the message it conveys.Activity 6T guides Ss to go through the passage in details.Ss understand the fable and write down the summary and the viewpoint by completing the notes in exercise

13、6 on page 11.To summarize the viewpoint and get prepared for the writing task.Activity 71. 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. S

14、s work together, list examples and pick out the most reasonable ones.2. Ss follow the useful expressions on page 11 while writing.To practice writing an argumentative essay with the given structures and sentence patterns.Activity 81. T shows the criteria of a good composition and demonstrates how to judge a composition.2. T asks students to show their essays to the class,