外研版 (2019)必修 第三冊(cè)Unit 1 Knowing me, Knowing you學(xué)案設(shè)計(jì)

這是一份外研版 (2019)必修 第三冊(cè)Unit 1 Knowing me, Knowing you學(xué)案設(shè)計(jì)，共29頁。學(xué)案主要包含了活學(xué)活用等內(nèi)容，歡迎下載使用。
Starting ut&Understanding ideas學(xué)案設(shè)計(jì)
學(xué)習(xí)目標(biāo):
1.Watch a vide and extract key infrmatin frm it;
2.Reflect n the questins that yu find challenging t vercme;
3.Identify the key structure and summarise the tw letters;
4.Enhance critical thinking skills and cnsider alternative suggestins.
Step Ⅰ Lead-in
Activity 1 Watch a vide
Watch the vide and answer the questins.
1.What d the three cnversatins have in cmmn?
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2.What wuld yu d in similar situatins?
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Activity 2 Discussin
Lk at the prblems yu may face at schl.Discuss which yu think is the mst difficult t vercme and why.
?bad perfrmance in a subject
?pressure t lk gd
?cnflict with classmates
?difficulties fitting in with thers
Step Ⅱ While -reading
Activity 1 Read fr the main idea
Chse the best summary f the letters.
Activity 2 Language pints and translatin
1.Embarrassed and ashamed,I can’t cncentrate n anything.
【翻譯】 我既尷尬又羞愧,做什么事都無法集中精力。
【解析】 在本句中,embarrassed and ashamed為形容詞作狀語表示主語的狀態(tài)。形容詞作狀語通常用于說明主語的情況,表示主語的狀態(tài)、性質(zhì)、特征等。此時(shí),形容詞可位于句首、句末或句中,通常和句子其他部分用逗號(hào)分開。
【活學(xué)活用】
(1)因?yàn)閷?duì)一切充滿好奇,所以我們四處張望。
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(2)我們平安無恙地返回家中。
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(3)出于畏懼困難,他們選擇走捷徑。
_____________________________________________________
(4)他第一個(gè)到達(dá)終點(diǎn),筋疲力盡,上氣不接下氣。
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2.Tell yur friend yu’re angry with him fr repeating what yu said and making the situatin wrse,but that yu want t mve n.
【翻譯】 告訴你的朋友,他傳話的行為讓情況更糟糕了,你對(duì)此很生氣,但你想讓事情就此過去。
【解析】 本句是一個(gè)祈使句。其中but連接了兩個(gè)賓語從句,在第一個(gè)賓語從句中省略了連接詞that但需注意在but連接的第二個(gè)賓語從句中that不可以省略。當(dāng)一個(gè)句子中有兩個(gè)或兩個(gè)以上并列的賓語從句時(shí),引導(dǎo)第一個(gè)賓語從句的that可以省略,但引導(dǎo)第二個(gè)及以后幾個(gè)賓語從句的that不能省略。
【活學(xué)活用】
(1)那個(gè)小伙子告訴我們他來自一個(gè)山村,他想在城里找份工作。
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(2)從他的信中我們得知船沉了,只有幾個(gè)水手幸存下來。
______________________________________________________
(3)他告訴我他得離開,但很快就回來。
______________________________________________________
3.If yu think abut ther peple’s feelings as well as yur wn,yu’ll sn find everything wrks ut.
【翻譯】 如果你能在考慮自己感受的同時(shí)也考慮別人的感受,很快你就會(huì)發(fā)現(xiàn)情況將逐漸好轉(zhuǎn)。
【解析】 wrk ut:計(jì)算出;計(jì)劃,思考;制定;解決;找到……的答案;成功地發(fā)展;健身、鍛煉
【活學(xué)活用】
(1)我正在盡力算出我每月的開銷。
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(2)訓(xùn)練有素的體育老師能幫你制定一套訓(xùn)練計(jì)劃,使你保持活力。
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(3)我一周去一次體育館鍛煉身體。
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Step Ⅲ Pst-reading
G thrugh the questins and think abut them individually;then engage in grup discussin t explre them further.
Questins:
1.What d yu think f Agny Aunt’s advice?
2.What ther advice wuld yu give t Ben?
Step Ⅳ Hmewrk
課文語法填空,在空白處填入1個(gè)適當(dāng)?shù)膯卧~或括號(hào)內(nèi)單詞的正確形式。
Ben is in an awkward situatin and he turns 1. Agny Aunt fr help.Ben said that he became very mad because his schl basketball team lst a match.He thught that their pint guard shuld be respnsible fr it.Then Ben tld that t his best friend,2. ,hwever,tld everyne what he had said.He is in a ttal mess nw,3. (hpe) Agny Aunt can help him ut.
S Agny Aunt gives Ben sme advice.She says that ne f the 4.__________ (strategy) t maintain a relatinship is clear cmmunicatin.First,it is a gd idea 5._____ (aplgise) t his teammate.If he wants t win any mre basketball games,they need t wrk tgether,which means 6. (cmmunicate) with each ther clearly and reslving cnflicts.Then,he shuld talk t his friend.Tell his friend he is mad with him fr repeating what he said and making the situatin wrse,but 7. he wants t mve n.8. (apprach) in that way,his friendship will sn be repaired.Thirdly,and perhaps mst imprtantly,Ben shuld think abut his wn 9. (behave) and nt say t much when he becmes 10. (anger).
評(píng)價(jià)量規(guī)
參考答案
Step Ⅰ Lead-in
Activity 1
1.They are all abut implite behaviurs in daily life.
2.In the first situatin,I wuld thank Persn 2 fr his help withut cmplaining.
In the secnd situatin,I wuld listen t Persn 1 patiently withut interrupting.
In the third situatin,I wuld thank Persn 2 fr the present sincerely withut asking hw much it is.
Activity 2
Students’ wn answers.
Step Ⅱ While -reading
Activity 1
4
Activity 2
1.(1)Curius abut everything,we lked arund.
(2)We arrived hme safe and sund.
(3)Afraid f difficulties,they chse t take a shrtcut.
(4)He was the first t reach the finish line,wrn-ut/exhausted and breathless.
2.(1)The guy tld us (that) he was frm a muntain village and that he wanted t find a jb in twn.
(2)Frm his letter,we learnt (that) the ship sank and that nly several sailrs survived.
(3)He tld me he had t leave but that he wuld cme back sn.
3.(1)I’m just trying best t wrk ut my mnthly expenses.
(2)A well-trained sprts teacher can help yu (t) wrk ut a training plan t keep yu energized.
(3)I g t the gym nce a week t wrk ut.
Step Ⅲ Pst-reading
Students’ wn answers.
Step Ⅳ Hmewrk
1.t 2.wh 3.hping 4.strategies 5.t aplgise 6.cmmunicating 7.that 8.Apprached 9.behaviur 10.angry
Using Language學(xué)案設(shè)計(jì)
學(xué)習(xí)目標(biāo)
1.Identify and summarise the frms and functins f “-ed” as an adverbial thrugh bservatin and apply it crrectly in different cntexts and situatins;
2.Cmprehend the general idea f listening materials and gather specific details t cmplete the table;
3.Utilise phrases fr making requests and refusals effectively;
4.Emply the apprpriate structures frm listening materials t describe the prper apprach f managing interpersnal relatinships.
Step Ⅰ Lead-in
Activity1 Lk at the sentences and answer the questins.
a.Disappinted by his behaviur,I said all this t my best friend.
b.Apprached in this way,yur friendship will sn be repaired.
1.Wh was disappinted in sentence (a)?
What is apprached in sentence (b)?
2.Why des the authr use -ed instead f -ing here?
Activity 2 Cmpare them with the fllwing sentences and answer the questins.
c.Because I was disappinted by his behaviur,I said all this t my best friend.
d.If it is apprached in this way,yur friendship will sn be repaired.
3.What is the difference between the tw grups f sentences?
4.Why des the authr chse t use -ed instead f an adverbial clause in the reading passage?
Step Ⅱ Analysis and identificatin
Activity 1 Rewrite the underlined sentences with the -ed frm.
Last week,Anne was attracted by a particular article in a magazine,s she bught it.Three days ag,t cmplete her hmewrk quickly,she grabbed the magazine frm her desk drawer and cpied part f the article withut thinking.Her teacher was very satisfied with her hmewrk.Anne was praised in class,and she felt happy as well as ashamed.Then,the teacher wanted t enter her hmewrk int a writing cmpetitin.Anne was shcked by the decisin and did nt knw what t d.If she tld the truth,the whle class wuld find ut and accuse her f cheating.They wuld lk dwn n her.If she kept silent,maybe n ne wuld ever find
What shuld Anne d?
Activity 2 Fill in the blanks.
過去分詞作狀語
1.過去分詞作狀語的意義
過去分詞作狀語,可以表示時(shí)間、原因、條件、讓步、方式或伴隨情況等。過去分詞所表示的動(dòng)作與主語之間構(gòu)成被動(dòng)關(guān)系,表示被動(dòng)或完成的動(dòng)作,可位于句首、句中或句末,相當(dāng)于狀語從句。
(1)作時(shí)間狀語時(shí),相當(dāng)于when或while等引導(dǎo)的從句。
Eg.Seen frm the tp f the hill,the schl lks like a big garden.
=When it is seen frm the tp f the hill,the schl lks like a big garden.
(2)作原因狀語時(shí),可轉(zhuǎn)換為because,as或since等引導(dǎo)的從句。
Eg.Encuraged by the teacher,the girl was very happy.
=As she was encuraged by the teacher,the girl was very happy.
The girl,amazed at the sight,didn’t knw what t say.
=Because she was amazed at the sight,didn’t knw what t say.
(3)作條件狀語時(shí),可轉(zhuǎn)換為nce,if或unless等引導(dǎo)的從句。
Eg.Taken accrding t the directins,this painkiller has n side effect.
=If it is taken accrding t the directins,this painkiller has n side effect.
(4)作讓步狀語時(shí),可轉(zhuǎn)換為thugh,althugh或even if等引導(dǎo)的從句。
Eg.Left alne at hme,Jenny didn’t feel afraid at all.
=Althugh she was left,Jenny didn’t feel afraid at all.
(5)作方式或伴隨狀語。
Eg.Surrunded by his students,the teacher went int the lab.
2.過去分詞作狀語時(shí),前面可以帶有相應(yīng)的連詞(或短語)
過去分詞作狀語時(shí),前面可以帶有相應(yīng)的連詞(或短語)使表達(dá)的意思更明確,如when,until,thugh,althugh,as if,as thugh,even if,if,unless,nce等,構(gòu)成“連詞+過去分詞”結(jié)構(gòu),相當(dāng)于狀語從句的省略,除了befre和after(befre和after在此用法中是介詞)。
Eg.
?Even if (I am) invited,I wn’t take part in the party.
?When (they are) expsed t light,ptates will turn green.
?After being heated (heat),water bils.
?Befre being interviewed (interview) fr the jb,yu have t take a language test.
3.形容詞化的過去分詞作狀語
有些動(dòng)詞的過去分詞已經(jīng)形容詞化了,在句中作狀語時(shí)常說明主語存在的狀態(tài),如 amazed,annyed,delighted,disappinted,embarrassed,excited,interested,mved,satisfied,shcked,exhausted,wrn ut等。
Eg.
?Grandpa Lin,deeply mved,thanked him again and again.
?Frightened,the girl didn’t dare t sleep alne in her rm.
4.用分詞作狀語的方式翻譯下列句子
(1)我和父親正坐(seat)在桌旁討論著我的工作問題。
(2)面對(duì)(face)困難,我們必須設(shè)法去克服。
(3)由于對(duì)他所做的事情很滿意(satisfy),老師在課堂上表揚(yáng)了他。
Activity 3 Read the plt summary and chse the crrect frm f the wrds.
Inside Out is an animated film abut the five emtins f a girl called Riley:Jy,Sadness,Fear,Disgust and Anger.Influencing/Influenced mainly by Jy,mst f Riley’s memries are happy nes.
Believing/Believed that she is Riley’s mst imprtant emtin,Jy always tries t take the lead.Preventing/Prevented frm playing her rle in Riley’s emtinal develpment,Sadness feels annyed.When Riley mves t a new city,she has a hard time adjusting t her new surrundings.Sadness wants t d her duty but by accident causes the lss f Riley’s happy cre memries with Jy.Nw separating/separated frm her friends and her belved hckey team,Riley starts t feel lst and helpless,and wants t run away frm her parents and new schl.Wrried abut her,Jy and Sadness try t wrk tgether t ensure she gets her cre memries back.
Eventually,realising/realised that every emtin has a rle,Jy understands it is kay fr Riley t feel sad smetimes.Accepting sadness as part f life helps Riley deal with the emtinal cmplexity f grwing up,and settle dwn in her new life.
Activity 4 Read the tips and underline the wrds that describe behaviur twards thers.
Step Ⅲ Listening
Activity 1 Saying n plitely
Activity 2 Listen t three cnversatins and match them t the pictures.
Activity 3 Listen again and cmplete the table.
聽力評(píng)價(jià)量規(guī)
Step Ⅳ Discussin
Wrk in pairs.Act ut the cnversatin abut asking fr a favur and refusing plitely.
Student A:Turn t Page 105.
Student B:Turn t Page 109.
Useful expressins
?Have yu gt a minute?
?Oh,yu
?Um,nt exactly...
?I’m afraid...
?Well,the thing is...
?I think it wuld be better t...
?I was just wndering if yu culd...
?But maybe...
Learning t learn
If yu have t say n t a request,yur refusal will sund mre plite if yu begin with a statement f regret,such as I’m srry...,I’d really like t, explain why yur answer is n,eg I’m really busy right nw.If pssible,suggest an alternative—Hw abut next week?
Step Ⅴ Hmewrk
Activity 1 語法專練
(1) (catch) in a heavy rain,he was all wet.
(2) (determine) t be admitted int Peking University,he spared n effrts t study hard.
(3)The hunter walked slwly in the frest, (fllw) by his wlf dg/ (fllw) his wlf dg.
(4)Eric walked alng the street, (lse) in thught/ (lse) himself in thught.
(5) (equip) with gd knwledge,he has a bright future.
(6) (remind) nt t miss the flight at 15:20,the manager set ut fr the airprt in a hurry.
(7) (see) frm the windws f the classrm,ur schl is beautiful.
(8) (see) frm the tp f the twer,we can see a sea f flwers at the suth ft f the muntain.
(9) (devte) t her wrk/ (devte) herself t her wrk,she has n time t travel.
(10) (attract) by the beauty f nature,the girl frm Lndn decided t spend anther tw days n the farm.
(11)When (ask) abut it,she culd hardly hld back her tears.
(12)If (separate) frm his best friends fr a lng time,the little by will feel lnely.
(13)Thugh (beat) by the ppsite team,the players were nt discuraged.
(14)Greatly (inspire) by what he said,we are determined t study hard.
(15) (lk) back n all thse difficult times in the past,Ivy culd nt help but let ut a sigh.
Activity 2 翻譯句子
1.受他的影響 (influence),越來越多的人喜歡上了戶外活動(dòng)。
2.泰山位于 (lcate) 山東省,一直是著名的旅游景點(diǎn)。
3.多給 (give) 這個(gè)男孩一些鼓勵(lì)的話,他能夠表現(xiàn)得更好。
4.經(jīng)常進(jìn)行 (carry ut) 適量運(yùn)動(dòng)的話,我們的健康狀況可以得到改善。
Step Ⅵ 語法評(píng)價(jià)量規(guī)
英語語法(過去分詞作狀語的用法)評(píng)價(jià)量表
參考答案
Step Ⅰ Lead-in
1.“I” was disappinted in sentence (a).
“Yur friendship” is apprached in sentence (b).
2.Because -ing is used when the actin is dne by the subject f the sentence,while -ed is used when the actin is dne t the subject f the sentence.Here,bth “disappint” and “apprach” are actins dne t the subjects.
3.Sentences (a) and (b) cntain -ed as adverbial while sentences (c) and (d) cntain adverbial clauses.
4.Because -ed makes the sentences shrter and sund mre frmal as written language.
Step Ⅱ Analysis and identificatin
Activity 1
1.Last week,attracted by a particular article in a magazine,Anne bught it.
2.Praised in class,Anne felt happy as well as ashamed.
3.Shcked by the decisin,Anne did nt knw what t d.
Activity 2
(1)Seated at the table,my father and I were talking abut my jb.
(2)Faced with/ Facing difficulties,we must try t vercme them.
(3)Satisfied with what he did,the teacher praised him in class.
Activity 3
Influenced;Believing;Prevented;separated;realising
Activity 4
1.frgive;aplgise 2.criticise 3.lie
4.judge;understand 5.cmplain
Step Ⅲ Listening
Activity 1 略
Activity 2
Picture a:Cnversatin 2
Picture b:Cnversatin 3
Picture c:Cnversatin 1
Activity 3
1.next week 2.ne mnth 3.a few days 4.cme t the party 5.Saturday 6.prepare fr the trip 7.prject
8.d her prject by herself
Step Ⅳ Discussin 略
Step Ⅴ Hmewrk
Activity 1
1.Caught 2.Determined 3.fllwed;fllwing
4.lst;lsing 5.Equipped 6.Reminded 7.Seen 8.Seeing
9.Devted;Devting 10.Attracted 11.asked 12.separated
13.beaten 14.inspired 15.Lking
Activity 2
1.Influenced by him,mre and mre peple fell in lve with utdr activities.
2.Lcated in Shandng Prvince,Munt Tai has been a famus turist attractin.
3.Given mre encuragement,the by culd have behaved better.
4.Prper amunts f exercise,(if) carried ut regularly,can imprve ur health.
Develping ideas學(xué)案設(shè)計(jì)
學(xué)習(xí)目標(biāo)
1.Get the main idea f the text and have a better understanding f “Little White Lies”;
2.Understand the structure and stylistic features f an essay and imprve yur thinking skills as well as language use abilities;
3.Learn t analyse and slve prblems in real life by using prper evidences t supprt yur ideas.
Step Ⅰ Lead-in
Lk at the pictures.What wuld yu say if yu were student B?
Step Ⅱ While -reading
Activity 1 Read fr the main idea
Read the passage and find ut the meaning f“white lies”.
Activity 2 Read fr detailed infrmatin
Cmplete the diagram with infrmatin frm the passage.
Learning t learn
An essay usually cnsists f three parts:intrductin,main bdy and cnclusin.Start with an intrductin that cntains the aims and an verview f the essay.The main bdy f an essay is a series f paragraphs that explre and develp yur argument.The cnclusin cntains a summary f yur ideas—d nt intrduce any new material here!End yur essay by linking yur cnclusin back t the essay title.
Activity 3 Think and share
Oh,what a tangled web we weave,When first we practise t deceive!
1.What des the “web” in the pem represent?
2.What wuld yu d in the situatins described in the passage?
3.What d yu think is the difference between a lie and a white lie?
4.Hw wuld yu feel if yu were tld a white lie? Share yur experience with the class if this has happened t yu.
Step Ⅲ Pst-reading
Grup wrk:Give a talk n the imprtance f hnesty fllwing the steps belw.
?Explain what hnesty is.
?Give reasns fr the imprtance f being hnest.
?Supprt yur reasns with examples.
?End with yur cnclusin.
Step Ⅳ Hmewrk
Language pints and translatin
1.Mrever,hw yu feel if yu discvered that the peple clsest t yu (hide) the truth frm yu?
【翻譯】 而且,當(dāng)你發(fā)現(xiàn)身邊最親近的人在對(duì)你隱瞞真相時(shí),你又會(huì)有怎樣的感受呢?
【解析】 本句表示與現(xiàn)在事實(shí)相反的情況,所以使用虛擬語氣。if引導(dǎo)的與現(xiàn)在事實(shí)相反的虛擬條件句時(shí)態(tài)常用一般過去時(shí)(be用were),主句時(shí)態(tài)常用“wuld/ shuld/ culd/ might +動(dòng)詞原形”。
【活學(xué)活用】
(1)如果我是你,我會(huì)抓住這次參賽的機(jī)會(huì)。
(2)如果有更多的時(shí)間,我就會(huì)幫你學(xué)英語了。
2.The mre (depend) yu are,the better yur life will be.
【翻譯】 你越獨(dú)立,你的生活就會(huì)越好。
【解析】 本句為“the + 比較級(jí),the + 比較級(jí)”結(jié)構(gòu),表示“越……,就越……”。
【活學(xué)活用】
(1)你說英語越多,你的英語就會(huì)越好。
(2)汽車動(dòng)力越強(qiáng),就越難操控(handle)。
Step Ⅴ 評(píng)價(jià)量規(guī)
參考答案
Step Ⅰ Lead-in
B:Oh,srry t hear that.But I did n better than yu.
B:Cme n.Actually yu did well.I did wrse than yu.
B:Well,I did just s-s.
Step Ⅱ While -reading
Activity 1
White lies are little lies that we tell t prtect thers frm the truth.
Activity 2
Activity 3
1.It represents a cmplicated situatin,in which nce we tell a lie,we have t cntinue t tell mre ther lies in rder t cver the previus nes.
2.Students’ wn answers.
3.A lie is tld t cver the truth in rder t benefit yurself,which can be harmful t thers.A white lie is tld t avid hurting thers,withut bad intentin.
4.Students’ wn answers.
Step Ⅲ Pst-reading 略
Step Ⅳ Hmewrk
1.wuld;had been hiding
(1)If I were yu,I wuld take/seize this pprtunity t participate in the cmpetitin.
(2)If I had mre time,I wuld help yu learn English.
2.independent
(1)The mre yu speak English,the better yur English will becme.
(2)The mre pwerful the car is,the mre difficult it is t handle.
Presenting ideas學(xué)案設(shè)計(jì)
學(xué)習(xí)目標(biāo)
1.Analysing the given passage thrugh text analysis pattern and t finish cntinuatin writing;
2.Plug in the feelings f “I” while making mistakes and acknwledge that the better way t slve prblems is t take respnsibility and learn t frgive.
Step Ⅰ Reading and thinking
Read the text and answer the questins.
1.What’s the main idea f the text?
2.What will happen next and hw wuld this stry end?
Frty-three years seems like a lng time t remember the name f a mere friend.I have already frgtten the name f an ld lady wh was a custmer n my paper rute when I was a twelve-year-ld by in Marinette,Wiscnsin back in 1954.Yet it seems like just yesterday that she taught me a lessn in frgiveness that I can nly hpe t pass n t smene else smeday.
On a Saturday afternn,a friend and I were thrwing rcks nt the rf f the ld lady’s huse frm a secret spt in her backyard.The bject f ur play was t bserve hw the rcks changed t missiles as they rlled t the rf’s edge and sht ut int the yard like cmets(彗星) falling frm the sky.
I fund myself a perfectly smth rck and sent it fr a ride.The stne was t smth,hwever,s it slipped frm my hand as I let it g and headed straight fr a small windw n the ld lady’s back prch(走廊).At the sund f brken glass,we tk ff frm the ld lady’s yard faster than any f ur missiles flew ff her rf.
I was s scared abut getting caught that I was cncerned abut the ld lady with the brken prch windw all the time that night.Hwever,a few days later,when I was sure that I hadn’t been discvered,I started t feel guilty fr her bad luck.She still greeted me with a smile each day when I gave her the paper,but I was n lnger able t lk int her eyes.
I made up my mind that I wuld save my paper delivery mney,and in three weeks I had the seven dllars that I thught wuld cver the cst f her windw.I put the mney in an envelpe with a nte explaining that I was srry fr breaking her windw and hped that the seven dllars wuld cver the cst fr repairing it.
I waited until it was dark.
The next day,I handed the ld lady her paper.
Step Ⅱ Analysing the text
Activity 1 Read fr elements
Read the text quickly and fill in the blanks.
Wh: ;
What: ;
Where: ;
When: ;
Why: ;
Hw: ;
Activity 2 Read fr plts
Based n the analysis f the text,cmplete the table.
Tips:讀故事主線(開端,發(fā)展,高潮,結(jié)局等)
Hw wuld the prblem be slved?
Frty-three years seems like a lng time t remember the name f a mere friend.I have already frgtten the name f an ld lady wh was a custmer n my paper rute when I was a twelve-year-ld by in Marinette,Wiscnsin back in 1954.Yet it seems like just yesterday that she taught me a lessn in frgiveness that I can nly hpe t pass n t smene else smeday.
On a Saturday afternn,a friend and I were thrwing rcks nt the rf f the ld lady’s huse frm a secret spt in her backyard.The bject f ur play was t bserve hw the rcks changed t missiles as they rlled t the rf’s edge and sht ut int the yard like cmets(彗星) falling frm the sky.
I fund myself a perfectly smth rck and sent it fr a ride.The stne was t smth,hwever,s it slipped frm my hand as I let it g and headed straight fr a small windw n the ld lady’s back prch(走廊).At the sund f brken glass,we tk ff frm the ld lady’s yard faster than any f ur missiles flew ff her rf.(故事發(fā)生的開端背景)?beginning
I was s scared abut getting caught that I was cncerned abut the ld lady with the brken prch windw all the time that night.Hwever,a few days later,when I was sure that I hadn’t been discvered,I started t feel guilty fr her bad luck.She still greeted me with a smile each day when I gave her the paper,but I was n lnger able t lk int her eyes.
(發(fā)展:由于害怕而逃跑,之后又感到愧疚)?Develpment
I made up my mind that I wuld save my paper delivery mney,and in three weeks I had the seven dllars that I thught wuld cver the cst f her windw.I put the mney in an envelpe with a nte explaining that I was srry fr breaking her windw and hped that the seven dllars wuld cver the cst fr repairing it.
(高潮:攢錢修玻璃并寫信道歉)?Climax
Paragraph 1:I waited until it was dark.
Paragraph 2:The next day,I handed the ld lady her paper.
(結(jié)局:得到原諒)?Ending
Activity 3 Read fr characters
Find ut mre detailed descriptin f the tw main characters and cmplete the table.
Step Ⅲ Writing
Based n the text analysis,finish the cntinuatin writing assignment.
I waited until it was dark.
The next day,I handed the ld lady her paper.
Step Ⅳ Presentatin
Exchange yur writing with yur partner and evaluate each ther’s wrk based n the criteria prvided in the Cntinuatin Writing Evaluatin Table.
寫作評(píng)價(jià)量規(guī)
續(xù) 表
Step Ⅴ Appreciatin
I waited until it was dark.Since there were few peple n the street,I walked t her yard secretly.Then I walked straight t her mailbx and put the envelpe int it withut any hesitatin.After that,I ran ut f the lady’s yard quickly being scared t be discvered.Lying n my bed,I had gd night because I had taken the stne in my heart ff.
The next day,I handed the ld lady her paper.She said,“By,wait fr a minute!” I was s scared but still waited fr her.She went int her huse and came ut again with a splendid bx.I lked int her eyes with great surprise,nly t find her smiling as usual.I tk the bx frm her,pened it,and fund sme sweets,seven dllars I gave her and a nte saying “I am prud f yu!”.
Step Ⅵ Hmewrk
Plish yur wrk based n peer assessment.
參考答案
Step Ⅰ Reading and thinking
1.I brke an ld lady’s windw and was determined t save mney t cver the cst f it.
2.Students’ wn answers.
Step Ⅱ Analysing the text
Activity 1
Wh:an ld lady,a friend and I
What:We were thrwing rcks nt the rf f the ld lady’s huse,but a smth ne slipped frm my hand and went straight fr a small windw n the ld lady’s back prch.
Where:a secret spt in the ld lady’s backyard
When:On a Saturday afternn
Why:T bserve hw the rcks changed t missiles as they rlled t the rf’s edge and sht ut int the yard like cmets(彗星) falling frm the sky.
Hw:(key verbs) thrwing,bserve,fund,sent,tk ff,started t feel guilty,made up my mind,save,explaining,hped...
Activity 2
續(xù) 表
Activity 3
Step Ⅲ Writing 略
Step Ⅳ Presentatin 略
Step Ⅴ Appreciatin 略
Step Ⅳ Hmewrk 略
學(xué)習(xí)目標(biāo)
目標(biāo)達(dá)成評(píng)價(jià)等級(jí)
A
B
C
D
Watch a vide and extract key infrmatin frm it;
Reflect n the questins that yu find challenging t vercme;
Identify the key structure and summarise the tw letters;
Enhance critical thinking skills and cnsider alternative suggestins.
Request
Refusal
1
Tina has t leave her flat 1. .She wants t stay at Kerry’s place.
Kerry thinks that 2. is t lng.Tina is welcme t stay fr 3. .
2
Mike invites Ryan t 4. n 5. .
Ryan cannt cme,because he has t 6. t New Yrk at the weekend.
3
Jane wuld like t see Becky’s 7. fr sme ideas.
Becky refuses because she thinks it is better fr Jane t 8. .
評(píng)價(jià)指標(biāo)
優(yōu)
良
中
差
自評(píng)
互評(píng)
師評(píng)
主旨要義
能夠準(zhǔn)確理解主旨要義,快速準(zhǔn)確匹配對(duì)話內(nèi)容和圖片信息
能夠基本理解主旨要義,準(zhǔn)確匹配對(duì)話內(nèi)容和圖片信息
能夠部分理解主旨要義,不能準(zhǔn)確匹配對(duì)話內(nèi)容和圖片信息
未能理解主旨要義,未能準(zhǔn)確匹配對(duì)話內(nèi)容和圖片信息
獲取事實(shí)性的具體信息
能夠準(zhǔn)確獲取對(duì)話細(xì)節(jié)(如何禮貌要求或拒絕別人)
能夠基本獲取對(duì)話細(xì)節(jié)
能夠部分獲取對(duì)話細(xì)節(jié)
未能獲取對(duì)話細(xì)節(jié)
對(duì)所聽內(nèi)容做出推斷
能夠?qū)λ爟?nèi)容做出準(zhǔn)確推斷
能夠?qū)λ爟?nèi)容做出基本推斷
能夠?qū)λ牪糠謨?nèi)容做出推斷
未能對(duì)所聽內(nèi)容做出推斷
理解說話者的意圖、觀點(diǎn)或態(tài)度
能夠準(zhǔn)確理解說話者的意圖、觀點(diǎn)或態(tài)度
能夠基本理解說話者的意圖、觀點(diǎn)或態(tài)度
能夠部分理解說話者的意圖、觀點(diǎn)或態(tài)度
未能理解說話者的意圖、觀點(diǎn)或態(tài)度
評(píng)價(jià)指標(biāo)
優(yōu)
良
中
差
自評(píng)
互評(píng)
師評(píng)
基本概念
能準(zhǔn)確理解和把握過去分詞作狀語的概念和意義
能基本理解和把握過去分詞作狀語的概念和意義
能部分理解和把握過去分詞作狀語的概念和意義
基本未能把握過去分詞作狀語的概念和意義
基本結(jié)構(gòu)
能夠非常準(zhǔn)確地判斷表示時(shí)間、原因、條件和讓步的句型
能夠基本上判斷表示時(shí)間、原因、條件和讓步的句型
能判斷部分表示時(shí)間、原因、條件和讓步的句型
基本未能判斷表示時(shí)間、原因、條件和讓步的句型
應(yīng)用
能夠精準(zhǔn)地識(shí)別文章中過去分詞作狀語的用法
能夠在大部分情況下正確地識(shí)別文章中過去分詞作狀語的用法
在較少的情況下,能夠正確識(shí)別文章中過去分詞作狀語的用法
未能在文章中識(shí)別過去分詞作狀語的用法
遷移
能夠在作文中非常自如、恰當(dāng)?shù)厥褂眠^去分詞作狀語
能夠在作文中較為恰當(dāng)?shù)厥褂眠^去分詞作狀語
能夠在作文中使用過去分詞作狀語,但是錯(cuò)誤較多
在作文中基本上不會(huì)使用過去分詞作狀語
學(xué)習(xí)目標(biāo)
目標(biāo)達(dá)成評(píng)價(jià)等級(jí)
A
B
C
D
Get the main idea f the text and have a deeper understanding f the cncept f “Little White Lies”;
Analyse the structure and stylistic features f an essay t enhance critical thinking skills and language prficiency;
Develp prblem-slving skills and select apprpriate evidence t supprt arguments in real-life situatins.
Intrductin
We knw lying is wrng,s why d we tell white lies?
Main bdy
Reasn 1
T make thers feel better.
Example(s)
Smene’s cking a meal fr us that we dn’t like.The majrity f us dn’t tell the truth—we lie and say that the fd is “delicius”.
Smene’s haircut is awful,but we say “It’s great!”.
Analysis
Perhaps we lie t prtect urselves frm the disappintment and anger f thers.
Reasn 2
T give encuragement.
Example(s)
Yu say yur friend’s singing is wnderful,despite secretly thinking that yur cat can sing better.
Analysis
Perhaps yur friend wants sme frank cmments frm yu s that they can imprve.
Perhaps they need t knw that they shuld lk fr a different hbby.
Reasn 3
T prtect thers frm bad news.
Example(s)
Yu’ve had a bad day,but yu hide yur tears and lie t yur parents that yur day was “fine”.
Analysis
Perhaps yur parents wuld want t listen t yu and understand yur feelings.
Cnclusin
Even white lies may have results we cannt predict.S we shuld nt tell lies even if they are white lies.
Hnesty is an imprtant value and lying is wrng.
Plt Line
Overview
Beginning
It ges wrse when
(Develpment)
The climax is when
Hw will the prblem be slved?(Ending)
Characters
Details
Persnalities
I (The authr)
The ld lady
評(píng)價(jià)指標(biāo)
優(yōu)秀
良好
一般
較差
差
分值
內(nèi)容
創(chuàng)造了豐富、合理的內(nèi)容,富有邏輯性,續(xù)寫完整,與原文情境融洽度高
創(chuàng)造了比較豐富、合理的內(nèi)容,比較富有邏輯性,續(xù)寫比較完整,與原文情境融洽度較高
創(chuàng)造了基本合理的內(nèi)容,有一定的邏輯性,續(xù)寫基本完整,與原文情境相關(guān)
內(nèi)容和邏輯上有一些重大問題,續(xù)寫不夠完整,與原文情境有一定程度脫節(jié)
內(nèi)容或邏輯上有較多重大問題,或有部分內(nèi)容抄自原文,續(xù)寫不完整,與原文情境基本脫節(jié)
6
6
4.8
3.6
2.4
1.2
詞匯、語法結(jié)構(gòu)
使用了多樣并且恰當(dāng)?shù)脑~匯和語法結(jié)構(gòu),如三大從句、非謂語動(dòng)詞、with復(fù)合結(jié)構(gòu)、倒裝句、強(qiáng)調(diào)句等,有個(gè)別小錯(cuò),但完全不影響理解
一半左右的句子使用了高級(jí)的詞匯和語法結(jié)構(gòu),允許2-3個(gè)大的語法失誤,但不影響理解
使用了簡(jiǎn)單詞匯和語法結(jié)構(gòu),1/3的語言錯(cuò)誤,但基本不影響理解
所使用的詞匯數(shù)量有限,語法結(jié)構(gòu)單調(diào),錯(cuò)誤較多,有1/2的句子都是錯(cuò)誤的,影響理解
詞匯數(shù)量有限,語法結(jié)構(gòu)單一,2/3的語法錯(cuò)誤,大部分內(nèi)容無法理解
6
6
4.8
3.6
2.4
1.2
篇章結(jié)構(gòu)、句間銜接
有效地使用了語句間銜接手段,全文結(jié)構(gòu)清晰,意義連貫
比較有效地使用了語句間銜接手段,全文結(jié)構(gòu)比較清晰,意義比較連貫
基本有效地使用了語句間銜接手段,全文結(jié)構(gòu)基本清晰,意義基本連貫
未能有效地使用語句間銜接手段,全文結(jié)構(gòu)不夠清晰,意義不夠連貫
幾乎沒有使用語句間銜接手段,全文結(jié)構(gòu)不清晰,意義不連貫
5
5
4
3
2
1
結(jié)尾
哲理式結(jié)尾,或寓情于景、以景結(jié)情的結(jié)局
采用哲理式結(jié)尾,以景結(jié)情的結(jié)尾或自然結(jié)尾,出現(xiàn)個(gè)別錯(cuò)誤,但不影響全文理解
基本揭示了故事結(jié)局但偏離主線或嚴(yán)重脫節(jié)
缺少結(jié)尾或沒有設(shè)計(jì)合理的結(jié)尾,語言表述與原文沒有任何關(guān)聯(lián)
故事沒有結(jié)尾
4
4
3.6
2.4
1.6
0.8
評(píng)價(jià)指標(biāo)
優(yōu)秀
良好
一般
較差
差
分值
書寫
漂亮、整齊,字母大小保持一致
整齊、干凈、工整,修改較少
字母大小不一,修改較多
字跡潦草,難以辨認(rèn)
亂涂亂畫
3
3
2.4
1.8
1.2
0.6
自評(píng)/互評(píng)/師評(píng)
優(yōu)秀(21—25)
良好(16—20)
一般(11—15)
較差(6—10)
差(1—5)
Plt Line
Overview
Beginning
A friend and I were thrwing rcks nt the rf f the ld lady’s huse and brke her windw n the back prch.
It ges wrse when
(Develpment)
They tk ff frm the ld lady’s yard very fast,and I was s scared abut getting caught.
The climax is when
I put the mney in an envelpe with a nte explaining that I was srry fr breaking her windw.
Plt Line
Overview
Hw will the prblem be slved?(Ending)
Students’ wn answers.
Characters
Details
Persnalities
I (The authr)
thrw,bserve,fund a perfectly smth rck,expect
Passinate
(fr explratin)
was s scared abut getting caught,tk ff frm the ld lady’s yard faster (run away)
Cward
(get scared after making mistakes)
feel guilty
Upright (behave with integrity)
made up my mind,save mney,write a nte,ask fr frgiveness
reliable,trustwrthy and hnest
The ld lady
still greeted me with a smile each day
kind-hearted and gd tempered
frgave me
wise and merciful