Unit1Knowingmeknowingyou單元導(dǎo)學(xué)案-高中英語

新外研社版高中英語必修三Unit1Knowingme,Knowingyou整單元學(xué)案Startingout&Understandingideas學(xué)案設(shè)計學(xué)習(xí)目標(biāo):1.Watchavideoandextractkeyinformationfromit;2.Reflectonthequestionsthatyoufindchallengingtoovere;3.Identifythekeystructureandsummarisethetwoletters;4.Enhancecriticalthinkingskillsandconsideralternativesuggestions.StepⅠLeadinActivity1WatchavideoWatchthevideoandanswerthequestions.1.Whatdothethreeconversationshaveinmon?___________________________________________________2.Whatwouldyoudoinsimilarsituations?___________________________________________________Activity2DiscussionLookattheproblemsyoumayfaceatschool.Discusswhichyouthinkisthemostdifficulttoovereandwhy.?badperformanceinasubject?pressuretolookgood?conflictwithclassmates?difficultiesfittinginwithothersStepⅡWhilereadingActivity1ReadforthemainideaChoosethebestsummaryoftheletters.Activity2Languagepointsandtranslation1.Embarrassedandashamed,Ican’tconcentrateonanything.【翻譯】我既尷尬又羞愧,做什么事都無法集中精力?！窘馕觥吭诒揪渲?embarrassedandashamed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,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分開?！净顚W(xué)活用】(1)因為對一切充滿好奇,所以我們四處張望。_____________________________________________________(2)我們平安無恙地返回家中。_____________________________________________________(3)出于畏懼困難,他們選擇走捷徑。_____________________________________________________(4)他第一個到達(dá)終點,筋疲力盡,上氣不接下氣。_____________________________________________________2.Tellyourfriendyou’reangrywithhimforrepeatingwhatyousaidandmakingthesituationworse,butthatyouwanttomoveon.【翻譯】告訴你的朋友,他傳話的行為讓情況更糟糕了,你對此很生氣,但你想讓事情就此過去?！窘馕觥勘揪涫且粋€祈使句。其中but連接了兩個賓語從句,在第一個賓語從句中省略了連接詞that但需注意在but連接的第二個賓語從句中that不可以省略。當(dāng)一個句子中有兩個或兩個以上并列的賓語從句時,引導(dǎo)第一個賓語從句的that可以省略,但引導(dǎo)第二個及以后幾個賓語從句的that不能省略?！净顚W(xué)活用】(1)那個小伙子告訴我們他來自一個山村,他想在城里找份工作。______________________________________________________(2)從他的信中我們得知船沉了,只有幾個水手幸存下來。______________________________________________________(3)他告訴我他得離開,但很快就回來。______________________________________________________3.Ifyouthinkaboutotherpeople’sfeelingsaswellasyourown,you’llsoonfindeverythingworksout.【翻譯】如果你能在考慮自己感受的同時也考慮別人的感受,很快你就會發(fā)現(xiàn)情況將逐漸好轉(zhuǎn)?！窘馕觥縲orkout:計算出;計劃,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。_______________________________________________________(2)訓(xùn)練有素的體育老師能幫你制定一套訓(xùn)練計劃,使你保持活力。________________________________________________________(3)我一周去一次體育館鍛煉身體。________________________________________________________StepⅢPostreadingGothroughthequestionsandthinkaboutthemindividually;thenengageingroupdiscussiontoexplorethemfurther.Questions:1.WhatdoyouthinkofAgonyAunt’sadvice?2.WhatotheradvicewouldyougivetoBen?StepⅣHomework課文語法填空,在空白處填入1個適當(dāng)?shù)膯卧~或括號內(nèi)單詞的正確形式。Benisinanawkwardsituationandheturns1.AgonyAuntforhelp.Bensaidthathebecameverymadbecausehisschoolbasketballteamlostamatch.Hethoughtthattheirpointguardshouldberesponsibleforit.ThenBentoldthattohisbestfriend,2.,however,toldeveryonewhathehadsaid.Heisinatotalmessnow,3.(hope)AgonyAuntcanhelphimout.

SoAgonyAuntgivesBensomeadvice.Shesaysthatoneofthe4.__________(strategy)tomaintainarelationshipisclearmunication.First,itisagoodidea5._____(apologise)tohisteammate.Ifhewantstowinanymorebasketballgames,theyneedtoworktogether,whichmeans6.(municate)witheachotherclearlyandresolvingconflicts.Then,heshouldtalktohisfriend.Tellhisfriendheismadwithhimforrepeatingwhathesaidandmakingthesituationworse,but7.hewantstomoveon.8.(approach)inthatway,hisfriendshipwillsoonberepaired.Thirdly,andperhapsmostimportantly,Benshouldthinkabouthisown9.?(behave)andnotsaytoomuchwhenhebees10.(anger).

評價量規(guī)學(xué)習(xí)目標(biāo)目標(biāo)達(dá)成評價等級ABCDWatchavideoandextractkeyinformationfromit;Reflectonthequestionsthatyoufindchallengingtoovere;Identifythekeystructureandsummarisethetwoletters;Enhancecriticalthinkingskillsandconsideralternativesuggestions.參考答案StepⅠLeadinActivity11.Theyareallaboutimpolitebehavioursindailylife.2.Inthefirstsituation,IwouldthankPerson2forhishelpwithoutplaining.Inthesecondsituation,IwouldlistentoPerson1patientlywithoutinterrupting.Inthethirdsituation,IwouldthankPerson2forthepresentsincerelywithoutaskinghowmuchitis.Activity2Students’ownanswers.StepⅡWhilereadingActivity14Activity21.(1)Curiousabouteverything,welookedaround.(2)Wearrivedhomesafeandsound.(3)Afraidofdifficulties,theychosetotakeashortcut.(4)Hewasthefirsttoreachthefinishline,wornout/exhaustedandbreathless.2.(1)Theguytoldus(that)hewasfromamountainvillageandthathewantedtofindajobintown.(2)Fromhisletter,welearnt(that)theshipsankandthatonlyseveralsailorssurvived.(3)Hetoldmehehadtoleavebutthathewouldebacksoon.3.(1)I’mjusttryingbesttoworkoutmymonthlyexpenses.(2)Awelltrainedsportsteachercanhelpyou(to)workoutatrainingplantokeepyouenergized.(3)Igotothegymonceaweektoworkout.StepⅢPostreadingStudents’ownanswers.StepⅣHomework1.to2.who3.hoping4.strategies5.toapologise6municating7.that8.Approached9.behaviour10.angryUsingLanguage學(xué)案設(shè)計學(xué)習(xí)目標(biāo)1.Identifyandsummarisetheformsandfunctionsof“ed”asanadverbialthroughobservationandapplyitcorrectlyindifferentcontextsandsituations;2prehendthegeneralideaoflisteningmaterialsandgatherspecificdetailstopletethetable;3.Utilisephrasesformakingrequestsandrefusalseffectively;4.Employtheappropriatestructuresfromlisteningmaterialstodescribetheproperapproachofmanaginginterpersonalrelationships.StepⅠLeadinActivity1Lookatthesentencesandanswerthequestions.a.Disappointedbyhisbehaviour,Isaidallthistomybestfriend.b.Approachedinthisway,yourfriendshipwillsoonberepaired.1.Whowasdisappointedinsentence(a)?Whatisapproachedinsentence(b)?2.Whydoestheauthoruseedinsteadofinghere?Activity2parethemwiththefollowingsentencesandanswerthequestions.c.BecauseIwasdisappointedbyhisbehaviour,Isaidallthistomybestfriend.d.Ifitisapproachedinthisway,yourfriendshipwillsoonberepaired.3.Whatisthedifferencebetweenthetwogroupsofsentences?4.Whydoestheauthorchoosetouseedinsteadofanadverbialclauseinthereadingpassage?StepⅡAnalysisandidentificationActivity1Rewritetheunderlinedsentenceswiththeedform.Lastweek,Annewasattractedbyaparticulararticleinamagazine,sosheboughtit.Threedaysago,topleteherhomeworkquickly,shegrabbedthemagazinefromherdeskdrawerandcopiedpartofthearticlewithoutthinking.Herteacherwasverysatisfiedwithherhomework.Annewaspraisedinclass,andshefelthappyaswellasashamed.Then,theteacherwantedtoenterherhomeworkintoawritingpetition.Annewasshockedbythedecisionanddidnotknowwhattodo.Ifshetoldthetruth,thewholeclasswouldfindoutandaccuseherofcheating.Theywouldlookdownonher.Ifshekeptsilent,maybenoonewouldeverfindout...?

WhatshouldAnnedo?Activity2Fillintheblanks.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,可以表示時間、原因、條件、讓步、方式或伴隨情況等。過去分詞所表示的動作與主語之間構(gòu)成被動關(guān)系,表示被動或完成的動作,可位于句首、句中或句末,相當(dāng)于狀語從句。(1)作時間狀語時,相當(dāng)于when或while等引導(dǎo)的從句。Eg.Seenfromthetopofthehill,theschoollookslikeabiggarden.=Whenitisseenfromthetopofthehill,theschoollookslikeabiggarden.(2)作原因狀語時,可轉(zhuǎn)換為because,as或since等引導(dǎo)的從句。Eg.Encouragedbytheteacher,thegirlwasveryhappy.=Asshewasencouragedbytheteacher,thegirlwasveryhappy.Thegirl,amazedatthesight,didn’tknowwhattosay.=Becauseshewasamazedatthesight,didn’tknowwhattosay.(3)作條件狀語時,可轉(zhuǎn)換為once,if或unless等引導(dǎo)的從句。Eg.Takenaccordingtothedirections,thispainkillerhasnosideeffect.=Ifitistakenaccordingtothedirections,thispainkillerhasnosideeffect.(4)作讓步狀語時,可轉(zhuǎn)換為though,although或evenif等引導(dǎo)的從句。Eg.Leftaloneathome,Jennydidn’tfeelafraidatall.=Althoughshewasleft,Jennydidn’tfeelafraidatall.(5)作方式或伴隨狀語。Eg.Surroundedbyhisstudents,theteacherwentintothelab.2.過去分詞作狀語時,前面可以帶有相應(yīng)的連詞(或短語)過去分詞作狀語時,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,though,although,asif,asthough,evenif,if,unless,once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before和after(before和after在此用法中是介詞)。Eg.?Evenif(Iam)invited,Iwon’ttakepartintheparty.?When(theyare)exposedtolight,potatoeswillturngreen.?Afterbeingheated(heat),waterboils.?Beforebeinginterviewed(interview)forthejob,youhavetotakealanguagetest.3.形容詞化的過去分詞作狀語有些動詞的過去分詞已經(jīng)形容詞化了,在句中作狀語時常說明主語存在的狀態(tài),如amazed,annoyed,delighted,disappointed,embarrassed,excited,interested,moved,satisfied,shocked,exhausted,wornout等。Eg.?GrandpaLin,deeplymoved,thankedhimagainandagain.?Frightened,thegirldidn’tdaretosleepaloneinherroom.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(face)困難,我們必須設(shè)法去克服。(3)由于對他所做的事情很滿意(satisfy),老師在課堂上表揚了他。Activity3Readtheplotsummaryandchoosethecorrectformofthewords.InsideOutisananimatedfilmaboutthefiveemotionsofagirlcalledRiley:Joy,Sadness,Fear,DisgustandAnger.Influencing/InfluencedmainlybyJoy,mostofRiley’smemoriesarehappyones.Believing/BelievedthatsheisRiley’smostimportantemotion,Joyalwaystriestotakethelead.Preventing/PreventedfromplayingherroleinRiley’semotionaldevelopment,Sadnessfeelsannoyed.WhenRileymovestoanewcity,shehasahardtimeadjustingtohernewsurroundings.SadnesswantstodoherdutybutbyaccidentcausesthelossofRiley’shappycorememorieswithJoy.Nowseparating/separatedfromherfriendsandherbelovedhockeyteam,Rileystartstofeellostandhelpless,andwantstorunawayfromherparentsandnewschool.Worriedabouther,JoyandSadnesstrytoworktogethertoensureshegetshercorememoriesback.Eventually,realising/realisedthateveryemotionhasarole,JoyunderstandsitisokayforRileytofeelsadsometimes.AcceptingsadnessaspartoflifehelpsRileydealwiththeemotionalplexityofgrowingup,andsettledowninhernewlife.Activity4Readthetipsandunderlinethewordsthatdescribebehaviourtowardsothers.StepⅢListeningActivity1SayingnopolitelyActivity2Listentothreeconversationsandmatchthemtothepictures.Activity3Listenagainandpletethetable.RequestRefusal1Tinahastoleaveherflat1..ShewantstostayatKerry’splace.

Kerrythinksthat2.istoolong.Tinaisweletostayfor3..

2MikeinvitesRyanto4.on5..

Ryancannote,becausehehasto6.toNewYorkattheweekend.

3JanewouldliketoseeBecky’s7.forsomeideas.

BeckyrefusesbecauseshethinksitisbetterforJaneto8..

聽力評價量規(guī)評價指標(biāo)優(yōu)良中差自評互評師評主旨要義能夠準(zhǔn)確理解主旨要義,快速準(zhǔn)確匹配對話內(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)確匹配對話內(nèi)容和圖片信息獲取事實性的具體信息能夠準(zhǔn)確獲取對話細(xì)節(jié)(如何禮貌要求或拒絕別人)能夠基本獲取對話細(xì)節(jié)能夠部分獲取對話細(xì)節(jié)未能獲取對話細(xì)節(jié)對所聽內(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)容做出推斷未能對所聽內(nèi)容做出推斷理解說話者的意圖、觀點或態(tài)度能夠準(zhǔn)確理解說話者的意圖、觀點或態(tài)度能夠基本理解說話者的意圖、觀點或態(tài)度能夠部分理解說話者的意圖、觀點或態(tài)度未能理解說話者的意圖、觀點或態(tài)度StepⅣDiscussionWorkinpairs.Actouttheconversationaboutaskingforafavourandrefusingpolitely.StudentA:TurntoPage105.StudentB:TurntoPage109.Usefulexpressions?Haveyougotaminute??Oh,youmean...??Um,notexactly...?I’mafraid...?Well,thethingis...?Ithinkitwouldbebetterto...?Iwasjustwonderingifyoucould...?Butmaybe...LearningtolearnIfyouhavetosaynotoarequest,yourrefusalwillsoundmorepoliteifyoubeginwithastatementofregret,suchasI’msorry...,I’dreallyliketo,but...Thenexplainwhyyouranswerisno,egI’mreallybusyrightnow.Ifpossible,suggestanalternative—Howaboutnextweek?StepⅤHomeworkActivity1語法專練(1)(catch)inaheavyrain,hewasallwet.

(2)?(determine)tobeadmittedintoPekingUniversity,hesparednoeffortstostudyhard.

(3)Thehunterwalkedslowlyintheforest,(follow)byhiswolfdog/?(follow)hiswolfdog.

(4)Ericwalkedalongthestreet,(lose)inthought/(lose)himselfinthought.

(5)(equip)withgoodknowledge,hehasabrightfuture.

(6)(remind)nottomisstheflightat15:20,themanagersetoutfortheairportinahurry.

(7)(see)fromthewindowsoftheclassroom,ourschoolisbeautiful.

(8)(see)fromthetopofthetower,wecanseeaseaofflowersatthesouthfootofthemountain.

(9)(devote)toherwork/(devote)herselftoherwork,shehasnotimetotravel.

(10)(attract)bythebeautyofnature,thegirlfromLondondecidedtospendanothertwodaysonthefarm.

(11)When(ask)aboutit,shecouldhardlyholdbackhertears.

(12)If(separate)fromhisbestfriendsforalongtime,thelittleboywillfeellonely.

(13)Though(beat)bytheoppositeteam,theplayerswerenotdiscouraged.

(14)Greatly(inspire)bywhathesaid,wearedeterminedtostudyhard.

(15)(look)backonallthosedifficulttimesinthepast,Ivycouldnothelpbutletoutasigh.

Activity2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。2.泰山位于(locate)山東省,一直是著名的旅游景點。3.多給(give)這個男孩一些鼓勵的話,他能夠表現(xiàn)得更好。4.經(jīng)常進行(carryout)適量運動的話,我們的健康狀況可以得到改善。StepⅥ語法評價量規(guī)英語語法(過去分詞作狀語的用法)評價量表評價指標(biāo)優(yōu)良中差自評互評師評基本概念能準(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)確地判斷表示時間、原因、條件和讓步的句型能夠基本上判斷表示時間、原因、條件和讓步的句型能判斷部分表示時間、原因、條件和讓步的句型基本未能判斷表示時間、原因、條件和讓步的句型應(yīng)用能夠精準(zhǔn)地識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,能夠正確識別文章中過去分詞作狀語的用法未能在文章中識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,但是錯誤較多在作文中基本上不會使用過去分詞作狀語參考答案StepⅠLeadin1.“I”wasdisappointedinsentence(a).“Yourfriendship”isapproachedinsentence(b).2.Becauseingisusedwhentheactionisdonebythesubjectofthesentence,whileedisusedwhentheactionisdonetothesubjectofthesentence.Here,both“disappoint”and“approach”areactionsdonetothesubjects.3.Sentences(a)and(b)containedasadverbialwhilesentences(c)and(d)containadverbialclauses.4.Becauseedmakesthesentencesshorterandsoundmoreformalaswrittenlanguage.StepⅡAnalysisandidentificationActivity11.Lastweek,attractedbyaparticulararticleinamagazine,Anneboughtit.2.Praisedinclass,Annefelthappyaswellasashamed.3.Shockedbythedecision,Annedidnotknowwhattodo.Activity2(1)Seatedatthetable,myfatherandIweretalkingaboutmyjob.(2)Facedwith/Facingdifficulties,wemusttrytooverethem.(3)Satisfiedwithwhathedid,theteacherpraisedhiminclass.Activity3Influenced;Believing;Prevented;separated;realisingActivity41.forgive;apologise2.criticise3.lie4.judge;understand5plainStepⅢListeningActivity1略Activity2Picturea:Conversation2Pictureb:Conversation3Picturec:Conversation1Activity31.nextweek2.onemonth3.afewdays4etotheparty5.Saturday6.preparefortheject8.doherprojectbyherselfStepⅣDiscussion略StepⅤHomeworkActivity11.Caught2.Determined3.followed;following4.lost;losing5.Equipped6.Reminded7.Seen8.Seeing9.Devoted;Devoting10.Attracted11.asked12.separated13.beaten14.inspired15.LookingActivity21.Influencedbyhim,moreandmorepeoplefellinlovewithoutdooractivities.2.LocatedinShandongProvince,MountTaihasbeenafamoustouristattraction.3.Givenmoreencouragement,theboycouldhavebehavedbetter.4.Properamountsofexercise,(if)carriedoutregularly,canimproveourhealth.Developingideas學(xué)案設(shè)計學(xué)習(xí)目標(biāo)1.Getthemainideaofthetextandhaveabetterunderstandingof“LittleWhiteLies”;2.Understandthestructureandstylisticfeaturesofanessayandimproveyourthinkingskillsaswellaslanguageuseabilities;3.Learntoanalyseandsolveproblemsinreallifebyusingproperevidencestosupportyourideas.StepⅠLeadinLookatthepictures.WhatwouldyousayifyouwerestudentB?StepⅡWhilereadingActivity1ReadforthemainideaReadthepassageandfindoutthemeaningof“whitelies”.Activity2Readfordetailedinformationpletethediagramwithinformationfromthepassage.LearningtolearnAnessayusuallyconsistsofthreeparts:introduction,mainbodyandconclusion.Startwithanintroductionthatcontainstheaimsandanoverviewoftheessay.Themainbodyofanessayisaseriesofparagraphsthatexploreanddevelopyourargument.Theconclusioncontainsasummaryofyourideas—donotintroduceanynewmaterialhere!Endyouressaybylinkingyourconclusionbacktotheessaytitle.Activity3ThinkandshareOh,whatatangledwebweweave,Whenfirstwepractisetodeceive!1.Whatdoesthe“web”inthepoemrepresent?2.Whatwouldyoudointhesituationsdescribedinthepassage?3.Whatdoyouthinkisthedifferencebetweenalieandawhitelie?4.Howwouldyoufeelifyouweretoldawhitelie?Shareyourexperiencewiththeclassifthishashappenedtoyou.StepⅢPostreadingGroupwork:Giveatalkontheimportanceofhonestyfollowingthestepsbelow.?Explainwhathonestyis.?Givereasonsfortheimportanceofbeinghonest.?Supportyourreasonswithexamples.?Endwithyourconclusion.StepⅣHomeworkLanguagepointsandtranslation1.Moreover,howyoufeelifyoudiscoveredthatthepeopleclosesttoyou(hide)thetruthfromyou?

【翻譯】而且,當(dāng)你發(fā)現(xiàn)身邊最親近的人在對你隱瞞真相時,你又會有怎樣的感受呢?【解析】本句表示與現(xiàn)在事實相反的情況,所以使用虛擬語氣。if引導(dǎo)的與現(xiàn)在事實相反的虛擬條件句時態(tài)常用一般過去時(be用were),主句時態(tài)常用“would/should/could/might+動詞原形”?！净顚W(xué)活用】(1)如果我是你,我會抓住這次參賽的機會。(2)如果有更多的時間,我就會幫你學(xué)英語了。2.Themore(depend)youare,thebetteryourlifewillbe.

【翻譯】你越獨立,你的生活就會越好?！窘馕觥勘揪錇椤皌he+比較級,the+比較級”結(jié)構(gòu),表示“越……,就越……”?！净顚W(xué)活用】(1)你說英語越多,你的英語就會越好。(2)汽車動力越強,就越難操控(handle)。StepⅤ評價量規(guī)學(xué)習(xí)目標(biāo)目標(biāo)達(dá)成評價等級ABCDGetthemainideaofthetextandhaveadeeperunderstandingoftheconceptof“LittleWhiteLies”;Analysethestructureandstylisticfeaturesofanessaytoenhancecriticalthinkingskillsandlanguageproficiency;Developproblemsolvingskillsandselectappropriateevidencetosupportargumentsinreallifesituations.參考答案StepⅠLeadinB:Oh,sorrytohearthat.ButIdidnobetterthanyou.B:eon.Actuallyyoudidwell.Ididworsethanyou.B:Well,Ididjustsoso.StepⅡWhilereadingActivity1Whiteliesarelittleliesthatwetelltoprotectothersfromthetruth.Activity2IntroductionWeknowlyingiswrong,sowhydowetellwhitelies?MainbodyReason1Tomakeothersfeelbetter.Example(s)Someone’scookingamealforusthatwedon’tlike.Themajorityofusdon’ttellthetruth—welieandsaythatthefoodis“delicious”.Someone’shaircutisawful,butwesay“It’sgreat!”.AnalysisPerhapswelietoprotectourselvesfromthedisappointmentandangerofothers.Reason2Togiveencouragement.Example(s)Yousayyourfriend’ssingingiswonderful,despitesecretlythinkingthatyourcatcansingbetter.AnalysisPerhapsyourfriendwantssomefrankmentsfromyousothattheycanimprove.Perhapstheyneedtoknowthattheyshouldlookforadifferenthobby.Reason3Toprotectothersfrombadnews.Example(s)You’vehadabadday,butyouhideyourtearsandlietoyourparentsthatyourdaywas“fine”.AnalysisPerhapsyourparentswouldwanttolistentoyouandunderstandyourfeelings.ConclusionEvenwhiteliesmayhaveresultswecannotpredict.Soweshouldnottelllieseveniftheyarewhitelies.Honestyisanimportantvalueandlyingiswrong.Activity31.Itrepresentsaplicatedsituation,inwhichoncewetellalie,wehavetocontinuetotellmoreotherliesinordertocoverthepreviousones.2.Students’ownanswers.3.Alieistoldtocoverthetruthinordertobenefityourself,whichcanbeharmfultoothers.Awhitelieistoldtoavoidhurtingothers,withoutbadintention.4.Students’ownanswers.StepⅢPostreading略StepⅣHomework1.would;hadbeenhiding(1)IfIwereyou,Iwouldtake/seizethisopportunitytoparticipateinthepetition.(2)IfIhadmoretime,IwouldhelpyoulearnEnglish.2.independent(1)ThemoreyouspeakEnglish,thebetteryourEnglishwillbee.(2)Themorepowerfulthecaris,themoredifficultitistohandle.Presentingideas學(xué)案設(shè)計學(xué)習(xí)目標(biāo)1.Analysingthegivenpassagethroughtextanalysispatternandtofinishcontinuationwriting;2.Pluginthefeelingsof“I”whilemakingmistakesandacknowledgethatthebetterwaytosolveproblemsistotakeresponsibilityandlearntoforgive.StepⅠReadingandthinkingReadthetextandanswerthequestions.1.What’sthemainideaofthetext?2.Whatwillhappennextandhowwouldthisstoryend?Fortythreeyearsseemslikealongtimetorememberthenameofamerefriend.IhavealreadyforgottenthenameofanoldladywhowasacustomeronmypaperroutewhenIwasatwelveyearoldboyinMarinette,Wisconsinbackin1954.YetitseemslikejustyesterdaythatshetaughtmealessoninforgivenessthatIcanonlyhopetopassontosomeoneelsesomeday.OnaSaturdayafternoon,afriendandIwerethrowingrocksontotheroofoftheoldlady’shousefromasecretspotinherbackyard.Theobjectofourplaywastoobservehowtherockschangedtomissilesastheyrolledtotheroof’sedgeandshotoutintotheyardlikeets(彗星)fallingfromthesky.Ifoundmyselfaperfectlysmoothrockandsentitforaride.Thestonewastoosmooth,however,soitslippedfrommyhandasIletitgoandheadedstraightforasmallwindowontheoldlady’sbackporch(走廊).Atthesoundofbrokenglass,wetookofffromtheoldlady’syardfasterthananyofourmissilesflewoffherroof.IwassoscaredaboutgettingcaughtthatIwasconcernedabouttheoldladywiththebrokenporchwindowallthetimethatnight.However,afewdayslater,whenIwassurethatIhadn’tbeendiscovered,Istartedtofeelguiltyforherbadluck.ShestillgreetedmewithasmileeachdaywhenIgaveherthepaper,butIwasnolongerabletolookintohereyes.ImadeupmymindthatIwouldsavemypaperdeliverymoney,andinthreeweeksIhadthesevendollarsthatIthoughtwouldcoverthecostofherwindow.IputthemoneyinanenvelopewithanoteexplainingthatIwassorryforbreakingherwindowandhopedthatthesevendollarswouldcoverthecostforrepairingit.Iwaiteduntilitwasdark.

Thenextday,Ihandedtheoldladyherpaper.

StepⅡAnalysingthetextActivity1ReadforelementsReadthetextquicklyandfillintheblanks.Who:;

What:;

Where:;

When:;

Why:;

How:;

Activity2ReadforplotsBasedontheanalysisofthetext,pletethetable.Tips:讀故事主線(開端,發(fā)展,高潮,結(jié)局等)Howwouldtheproblembesolved?Fortythreeyearsseemslikealongtimetorememberthenameofamerefriend.IhavealreadyforgottenthenameofanoldladywhowasacustomeronmypaperroutewhenIwasatwelveyearoldboyinMarinette,Wisconsinbackin1954.YetitseemslikejustyesterdaythatshetaughtmealessoninforgivenessthatIcanonlyhopetopassontosomeoneelsesomeday.OnaSaturdayafternoon,afriendandIwerethrowingrocksontotheroofoftheoldlady’shousefromasecretspotinherbackyard.Theobjectofourplaywastoobservehowtherockschangedtomissilesastheyrolledtotheroof’sedgeandshotoutintotheyardlikeets(彗星)fallingfromthesky.Ifoundmyselfaperfectlysmoothrockandsentitforaride.Thestonewastoosmooth,however,soitslippedfrommyhandasIletitgoandheadedstraightforasmallwindowontheoldlady’sbackporch(走廊).Atthesoundofbrokenglass,wetookofffromtheoldlady’syardfasterthananyofourmissilesflewoffherroof.(故事發(fā)生的開端背景)?beginningIwassoscaredaboutgettingcaughtthatIwasconcernedabouttheoldladywiththebrokenporchwindowallthetimethatnight.However,afewdayslater,whenIwassurethatIhadn’tbeendiscovered,Istartedtofeelguiltyforherbadluck.ShestillgreetedmewithasmileeachdaywhenIgaveherthepaper,butIwasnolongerabletolookintohereyes.

(發(fā)展:由于害怕而逃跑,之后又感到愧疚)?DevelopmentImadeupmymindthatIwouldsavemypaperdeliverymoney,andinthreeweeksIhadthesevendollarsthatIthoughtwouldcoverthecostofherwindow.IputthemoneyinanenvelopewithanoteexplainingthatIwassorryforbreakingherwindowandhopedthatthesevendollarswouldcoverthecostforrepairingit.

(高潮:攢錢修玻璃并寫信道歉)?ClimaxParagraph1:Iwaiteduntilitwasdark.

Paragraph2:Thenextday,Ihandedtheoldladyherpaper.

(結(jié)局:得到原諒)?EndingPlotLineOverviewBeginningItgoesworsewhen(Development)TheclimaxiswhenHowwilltheproblembesolved?(Ending)Activity3ReadforcharactersFindoutmoredetaileddescriptionofthetwomaincharactersandpletethetable.CharactersDetailsPersonalitiesI(Theauthor)TheoldladyStepⅢWritingBasedonthetextanalysis,finishthecontinuationwritingassignment.Iwaiteduntilitwasdark.

Thenextday,Ihandedtheoldladyherpaper.

StepⅣPresentationExchangeyourwritingwithyourpartnerandevaluateeachother’sworkbasedonthecriteriaprovidedintheContinuationWritingEvaluationTable.寫作評價量規(guī)評價指標(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)61.2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、非謂語動詞、with復(fù)合結(jié)構(gòu)、倒裝句、強調(diào)句等,有個別小錯,但完全不影響理解一半左右的句子使用了高級的詞匯和語法結(jié)構(gòu),允許23個大的語法失誤,但不影響理解使用了簡單詞匯和語法結(jié)構(gòu),1/3的語言錯誤,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),錯誤較多,有1/2的句子都是錯誤的,影響理解詞匯數(shù)量有限,語法結(jié)構(gòu)單一,2/3的語法錯誤,大部分內(nèi)容無法理解61.2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