unit1-knowing-me--knowing-you—developing-ideas教學(xué)設(shè)計(更新版)
【正文】 ________________________________________________________________________Conclusion________________________________________________________________3. Students independently organize passages according to the logical framework of argumentation.4. Ask individual students to present their writing to the class. Teacher and other students evaluate the advantages and disadvantages of each position.Step 5 Language appreciation1. Perhaps we fort ourselves with the knowledge that most of the lies we tell are “white lies”: little lies that we tell to protect others from the truth.[句式分析]這是一個多重復(fù)合句。[嘗試翻譯]你當(dāng)然會說這很美妙，盡管你心里認為你的貓唱得更好。[嘗試翻譯]也許我們會這樣安慰自己，我們說的大多數(shù)謊言都是善意的謊言－即我們?yōu)榱瞬蛔寗e人知道真相而撒的小謊。2. One of the main reasons for telling a white lie is to make others feel better.[句式分析] the reason for sth/ doing sth 意為“……的原因”，to make others feel better不定式短語在句中充當(dāng)“表語”（句子成分）。 of course say that it’s wonderful, despite secretly thinking that your cat can sing better.[句式分析]despite意為“盡管”，“thinking that your cat can sing better”為現(xiàn)在分詞短語充當(dāng)句子的“狀語”（成分），注意動詞think與其邏輯主語you構(gòu)成“主動關(guān)系”（語態(tài)）。（1） that most of the lies we tell are “white lies”是同位語從句（句子成分）解釋對其前面名詞“knowledge”進行解釋說明，該從句中“we tell”是一個定語從句修飾先行詞“l(fā)ittle lies”
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