Unit5Whatanadventure整單元學(xué)案設(shè)計-高一英語

新外研社高中英語必修三Unit5Whatanadventure整單元學(xué)案設(shè)計Startingout&Understandingideas學(xué)案設(shè)計學(xué)習(xí)目標(biāo):1.Watchavideoandextractthekeyinformationfromit;2.Mastermapanalysisskills;3.prehendthispassagebygraspingkeyinformationindetails;4.Enhancecriticalthinkingskillsandpractisehavingperspectivesandviewpointsfromdiverseangles.StepⅠLeadinActivity1WatchavideoWatchthevideoandanswerthequestions.1.WhatkindofdifficultiesdidXuXiakemeet?2.Doyouknowanyothergreatexplorers?Sharetheirstorieswiththeclass.Activity2MapanalysisTheSoutheastRidgeRouteonQomolangmaFactsaboutQomolangma·QomolangmaliesontheborderofNepalandtheXizangAutonomousRegionofChina.·ThebesttimetoclimbQomolangmaisinAprilandMay.·Thetemperatureonthemountaincangetaslowas60℃.·ThefirstpeopleconfirmedtohavereachedthetopwereEdmundHillaryandTenzingNorgayin1953.Lookatthemapandanswerthequestions.1.(1)Whowerethefirstpeopleconfirmedtohavereachedthetopofthemountain?(2)Whendidthishappen?2.Whydoyouthinktheclimbersneedsomanycampsalongtheroute?3.WhatelsedoyouknowaboutQomolangma?Sharetheinformationwiththeclass.StepⅡWhilereadingActivity1ReadfordetailedinformationReadthepassageandfindoutwhat“TypeT”personalitiesare.Activity2Languagepointsandtranslation1.Forthosepeople,climbingQomolangmaisanexperiencelikenoother,makingsomefeelweakandothers,powerful.【翻譯】對這些人來說,攀登珠穆朗瑪峰是一項獨(dú)一無二的體驗,它讓一些人感到脆弱的同時也讓另一些人感受到強(qiáng)大?！窘馕觥縨akingsomefeelweak是分詞做狀語,make后面跟復(fù)合賓語。【活學(xué)活用】(1)_________________________________________________中國修建了更多的高速公路,使人們從一個地方到另一個地方更加方便。(2)____________________________________________________大雨滂沱,導(dǎo)致那個國家洪水泛濫。2.Itforcesyoutolookdeepinsideyourselfandfigureoutifyoureallyhavethephysical,aswellasmental,toughnesstopushwhenyouwanttostop.【翻譯】它會強(qiáng)迫你去深入地審視自己,弄清楚當(dāng)你想停下來的時候,你是否真的有身體上和精神上的韌性?！窘馕觥縡igureout算出;想出;理解;解決問題【活學(xué)活用】(1)______________________________________________孩子們沒有花很多時間就算出了正確的答案。(2)______________________________________________他正在努力想辦法解決這個問題。(3)______________________________________________我琢磨不透他為什么要辭掉工作。(4)______________________________________________過了好一會我才明白發(fā)生了什么。StepⅢPostreadingGothroughthequestionsandthinkaboutthemindividually;thendiscussthequestionsingroupsandshareyouranswerswiththeclass.Questions:DoyouagreewithMallory’sandArnette’sopinions?Why?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。Lastyear,hundredsofpeoplespentgoodmoney1.(climb)Qomolangma,2.experiencethattheyknewwouldinclude3.(crowd),disfortanddanger.

BritishmountainclimberGeorgeMalloryinsistedthat4.climbersgotfromtheadventurewassheerjoy.AmericanclimberAlanArnette,5._____________climbedQomolangmain2011,believedthatmountainclimbingcouldmakepeoplefocusonwhat’simportanttothem.Studies6.______________(conduct)recentlyindicatethatrisktakingmaybepartofhumannature,withsome7.(likely)totakerisksthanothers.Arisktakingpersonalityisreferredtoas“ТypеT”,withthe“T”8.__________________(stand)forthrill.Ourdesire9.(seek)riskscanbeconnectedtohowmuchweexpect10.(benefit)fromtheresultofit.

評價量規(guī)學(xué)習(xí)目標(biāo)目標(biāo)達(dá)成評價等級ABCDWatchavideoandextractthekeyinformationfromit;Mastermapanalysisskills;prehendthispassagebygraspingkeyinformationindetails;Enhancecriticalthinkingskillsandpractisehavingperspectivesandviewpointsfromdiverseangles.參考答案:StepⅠLeadinActivity11.Xutraveledonfoot.Heoftenwentwithoutfoodfordays,andsufferedbadweather,illness,dangerousanimalsandevenrobbers.2.Students’ownanswers.Activity21.(1)EdmundHillaryandTenzingNorgay.(2)In1953.2.Itissuchalongwaythatitcannotbedonewithinoneday.Theclimbersneedthesecampsforarestandadaptthemselvestotheenvironment.3.Students’ownanswers.StepⅡWhilereadingActivity1“TypeT”personalities,withthe“T”standingfor“thrill”,arepersonalitytraitsthatmakepeoplemorelikelytotakerisksthanothers.Activity21.(1)MorehighwayshavebeenbuiltinChina,makingitmucheasierforpeopletotravelfromoneplacetoanother.(2)Itrainedheavily,causingseverefloodinginthatcountry.2.(1)Itdidn’ttakethechildrenlongtofigureoutthecorrectanswer.(2)He’stryingtofigureoutawaytosolvetheproblem.(3)Ican’tfigureoutwhyhequithisjob.(4)Ittookmeawhiletofigureoutwhathappened.StepⅢPostreadingStudents’ownanswers.StepⅣHomework1.climbing2.an3.crowds4.what5.who6.conducted7.morelikely8.standing9.toseek10.tobenefitUsingLanguage學(xué)案設(shè)計學(xué)習(xí)目標(biāo):1.Identifyandsummarisetheformsandfunctionsofpastfuturethroughobservationandapplyitcorrectlyindifferentcontextsandsituations;2.Understandthemainideaoflisteningmaterialsandgatherspecificdetailstopletethetable;3.Learnthebasicoffirstaid,masterpropercontentsandtermsofitinvariousemergencysituations;4.Utiliseappropriatestructurestointroduceadventuretravelexperiences.StepⅠLeadinparethetwogroupsofsentencesandanswerthequestions.Sentences(a)and(b)arefromthereadingpassage.a.Lastyear,hundredsofpeoplespentgoodmoneyonanexperiencethattheyknewwouldincludecrowds,disfortanddanger.b....AlanArnette,whoclimbedQomolangmainthatyearandwasgoingtoclimbotherhighmountainsaroundtheworld.c.Thisyear,hundredsofpeoplewillspendgoodmoneyonanexperiencethattheyknowwillincludecrowds,disfortanddanger.d....AlanArnette,whohasclimbedQomolangmaandisgoingtoclimbotherhighmountainsaroundtheworld.1.Whatisthedifferencebetweenthetwogroupsofsentences?2.Whatcluesinthesentenceshelpyoudecidewhichtensetouse?3.Matcheachgroupofsentencestothecorrecttimeline.StepⅡAnalysisandidentificationActivity1Writetheclausesinthecorrectorder.a.which/forthreefulldays/thestorm/wouldlastb.remain/there/wewould/formanymonthstoec.wouldn’t/foraverylongtime/beback/wed.fromport/we/sailing/wereActivity2pletethecaptain’smemoirwiththeclauses.Itwasspring,and1..Wewereexcited—noneofusknewthatthesewouldbeourfinaldaystogether.Atfirst,thewatersofthestraitwerecalmandwespentourdaysworking,fishingandplayingcards,happilyunawarethat2..Atthatpoint,3.wasjustafewdarkcloudsonthehorizon.Hourslater,thewavesroseupoverourship,breakingitintotwoandthrowingusoverboard.Chokingwithwater,weswamtothenearestisland.4.,hatchingplanstoescape.

Activity3Fillintheblanks.過去將來時過去將來時表示從過去的某一時間來看將來要發(fā)生的動作或呈現(xiàn)的狀態(tài),常用于賓語從句中?？梢赃@樣理解:過去將來時的出發(fā)點(diǎn)是過去,即從過去某一時刻看以后要發(fā)生的動作或狀態(tài)。例如:(1)Shewassixtysix.Inthreeyears,shewouldbesixtynine.(2)Hesaidhewouldgotothenorthfortheholiday.一、結(jié)構(gòu)肯定式主語+should/would+do+其他……?Hehopedtheconcertwouldhavearelaxedatmosphere.?Wesaidweshouldfinishtheworksoon.否定式主語+shouldnot/wouldnot+do+其他……Theytoldmethattheyprobablywouldn’te.一般疑問式Would/should+主語+do+其他?Wouldheturnupatthemeetingontimeifhetookataxithen?特殊疑問式特殊疑問詞+would/should+主語+do+其他……?Whatwouldyoudoifyouweretherethattime?二、過去將來時的其他幾種表達(dá)方式1.was/weregoingtodo表示過去打算或計劃將要做什么。Shesaidshetwoticketsinadvance.

2.(1)was/wereabouttodo表示過去即將發(fā)生的動作,意為“過去正要做某事”,一般不與表示具體時間的時間狀語連用,可與when連用。(2)was/wereonthepointofdoing表示“過去正要做某事”。Shewaiteduntilhe.

3.was/weretodo表示過去計劃或安排將要做某事,有時表示“注定”。Hesaidhehisholidaywithhiselderbrotherinaweek.

4.was/weredoing表示過去按計劃或安排將要發(fā)生的事,常用于以下動詞:e、go、arrive、leave、start等。Hesaidheatsixthenextmorning.

5.用某些動詞的過去式表示按時刻表或日程表過去將要發(fā)生的事。Theytoldmetheplaneat8o’clocktomorrow.

【注意】條件狀語從句和時間狀語從句中需要用一般過去時代替過去將來時,如:Ididn’tknowwhenshewoulde,butwhenshecameIwouldletyouknow.Activity4PracticeImagineyouwereoneofthesailorsinActivity1.Answerthecaptain’squestionsusingIwasgoingto...,but...Activity5Lookattheitemsinthefirstaidkitandtalkaboutwhattheyareusedfor.Addanythingelsethatyouthinkwouldbeuseful.Learningfirstaidishelpfulbeforeyougoonanadventure!Activity6pletethefirstaidguidelineswiththewordsandexpressionsinActivity5.FIRSTAIDGUIDELINES?BrokenarmToreducethepain,placea(n)1.onthearm.Ifitistoocold,coveritwithclothbeforehand.Itisimportanttokeepthearmstillandrigid,somakeaslingoutofa(n)2..

?CutPutpressureonthecutwithacleancloth.Oncethebleedinghasstopped,cleantheareaoutwithfreshwateror3..Oncethewoundiscleanedanddry,coveritwithabandage.

?HeatstrokeTakethepersontoacoolplaceandgivehim/herlotsofwatertodrink.Taketheperson’stemperaturebyputtinga(n)4.underhis/hertongue.Ifitis40℃orhigher,takethepersontohospitalassoonaspossible.

?InsectbiteWashtheareawithliquidmedicine.Ifthebitebeeshot,redanditchy,trytocoolitdown.Ifthebiteispainful,givethepersononeortwo5..Gotohospitalifnecessary.StepⅢListeningActivity1AmazingroadtripsActivity2Listentotheinterviewandchoosethewordsthatbestdescribethespeakers’experiences.1.Expensivebutfun.2.Difficultandunpleasant.3.Challengingbutrewarding.Activity3Listenagainandpletetheblog.Whenwecameback,wewereaskedalotofquestionsaboutouradventure.Herewe’lltrytoanswerthemostfrequentlyaskedquestions.?Whydidyoudoit?Wediditto1..

?Howdidyouprepare?Wereallypractisedalot!Ifweweren’tstudying,wewere2..

?Whatdifficultiesdidyouencounter?Wehadto3.dayafterday.Wealsohadtoface4.anddangerousfallingrocks.5.startedfromChengdu,butthreefriendsgotinjured.

Whatdidyousee?Theviewswerefantastic!Themostimpressiveoneswerethoseof6..

Howdidyoufeelafterthetrip?Itwasthebestfeelingintheworld!Wehadanadventure,raisedsomemoneyand7.tosomechildren’slives.

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(對話主要內(nèi)容是什么)能夠基本理解主旨要義(對話主要內(nèi)容是什么)能夠理解部分主旨要義(對話主要內(nèi)容是什么)未能理解主旨要義(對話主要內(nèi)容是什么)獲取事實(shí)性的具體信息能夠準(zhǔn)確獲取對話細(xì)節(jié)信息能夠基本獲取對話細(xì)節(jié)信息能夠獲取部分對話細(xì)節(jié)信息未能獲取對話細(xì)節(jié)信息對所聽內(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(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)度能夠理解說話者的部分意圖、觀點(diǎn)或態(tài)度未能理解說話者的意圖、觀點(diǎn)或態(tài)度StepⅣDiscussionWorkinpairs.ActouttheconversationtotalkabouttheroadtripsacrossChina.StudentA:TurntoPage107.StudentB:TurntoPage112.LearningtolearnWhilelisteningandtakingnotes,youdon’tneedtowritedowneverywordinfull.Usingsymbolsandabbreviationscanallowyoutotakenotesmorequickly.Nexttimeyouneedtotakenotes,tryusingsomeofthese:∵/because,∴/therefore,5/five,↑/up,C20/20thcentury,20K/twentythousand,diff./difference.StepⅤHomeworkActivity1語法專練1.He(speak)atthemeeting,buthisheartattackpreventedhim.

2.Iaskedhimtogiveupsmoking,buthesaidhe(notdo)it.

3.Asearlyashissecondfilm,Chaplinhaddevelopedhisownmannerofacting,theonethat(bee)worldfamous.

4.Helenwasdelayedbyacustomerwhenshe(leave)theoffice.

5.He(tell)methesecretwhensomeonepattedhimontheshoulder.

6.Onourwaytothehouse,itwasrainingsohardthatwecouldn’thelpwonderinghowlongit(take)togetthere.

Activity2翻譯句子1.彼得剛要離開辦公室,鈴響了。2.他宣布他將親自接管那家公司。3.我檢查了雛鳥,它看起來很好。我的下一項工作是筑個巢并把它固定在樹上。Iexaminedthechickanditseemedfine.

StepⅥ語法評價量規(guī)英語語法(過去將來時的被動語態(tài))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)確理解和把握過去將來時被動語態(tài)的意義能基本理解和把握過去將來時被動語態(tài)的意義能部分理解和把握過去將來時被動語態(tài)的意義基本未能把握過去將來時被動語態(tài)的意義續(xù)表評價指標(biāo)優(yōu)良中差自評互評師評基本結(jié)構(gòu)能夠非常準(zhǔn)確地掌握過去將來時被動語態(tài)的肯定、否定、一般疑問和特殊疑問結(jié)構(gòu)能夠基本上掌握過去將來時被動語態(tài)的肯定、否定、一般疑問和特殊疑問結(jié)構(gòu)能掌握部分過去將來時被動語態(tài)的肯定、否定、一般疑問和特殊疑問結(jié)構(gòu)基本未了解過去將來時被動語態(tài)的肯定、否定、一般疑問和特殊疑問結(jié)構(gòu)應(yīng)用能夠精準(zhǔn)地識別文章和高考語法填空中的過去將來時被動語態(tài)能夠在大部分情況下正確地識別文章和高考語法填空中的過去將來時被動語態(tài)較少的情況下,能夠正確地識別文章和高考語法填空中的過去將來時被動語態(tài)未能在文章和高考語法填空中識別過去將來時的被動語態(tài)遷移能夠在作文中非常自如、恰當(dāng)?shù)厥褂眠^去將來時的被動語態(tài)能夠在作文中較為恰當(dāng)?shù)厥褂眠^去將來時的被動語態(tài)能夠在作文中使用過去將來時的被動語態(tài),但是錯誤較多在作文中基本上未能正確使用過去將來時的被動語態(tài)參考答案:StepⅠLeadin1.Sentencesinthefirstgroupusepastfuturetense.Sentencesinthesecondgroupusepresentfuturetense.2.Thetimeadverbialslike“Lastyear”,“inthatyear”inthefirstgroup;“Thisyear”andtheverbform“hasclimbed”inthesecondgrouparecluestohelpreadersdecidewhichtensetouse.3.aBbBcAdAStepⅡAnalysisandidentificationActivity1a.thestormwhichwouldlastforthreefulldaysb.wherewewouldremainformanymonthstoec.wewouldn’tbebackforaverylongtimed.weweresailingfromportActivity2?1d2c3a4bActivity31.wasgoingtoreserve2.wasabouttoleave3.wastoarrange4.wasleaving5.tookoffActivity4?Iwasgoingtohuntforfood,butmykneewaswounded.?Iwasgoingtocollectsomewater,butIfoundtherewasaholeinthesideofthebucket.?Iwasgoingtoputupthetent,butIfoundIhadn’tgotahammerandnails.?Iwasgoingtobuildafire,butsuddenlyitstartedtorain.Activity5Students’ownanswers.Activity61.icepack2.bandage3.cottonwoolballs4.thermometer5.painkillersStepⅢListeningActivity1略Activity23Activity31.raisemoneyforachildren’scharity2.cycling3.cycleupmountains4.snowyweather5.Fiveofus6.thesnowymountains7.helpedmakeadifferenceStepⅣDiscussion略StepⅤHomeworkActivity11.wasgoingtospeak2.wouldn’tdo3.wastobee4.wasleaving5.wasabouttotell/wasonthepointoftelling6.wouldtakeActivity21.Peterwasabouttoleave/onthepointofleavingtheofficewhenthetelephonerang.2.Heannouncedthathewouldpersonallytakechargeofthatpany.3.Mynextworkwastoconstructanestandfixitinatree.Developingideas學(xué)案設(shè)計學(xué)習(xí)目標(biāo):Bytheendofthisperiod,studentswillbeableto:1.Understandthedescriptionoftheworldundertheseaandgetthemainideaofthetext;2.Haveapreliminaryunderstandingoftheliterarygenreandlanguagestyleofsciencefictionnovels;3.Experiencetheprotagonist’spsychologicalfeelings,andhaveadeepthinkingonhuman’slongingforexploringtheunderwaterworld.StepⅠLeadinReadtheshortintroductiontoJulesVerneandanswerthequestions.JulesVerne(1828—1905)wasaFrenchwriterbestknownforhisadventurestories.Oftencalledthe“FatherofScienceFiction”,Vernedescribedinhisstoriestechnologyandinventionsyearsbeforetheybecamerealities.Verne’smostfamousbooksareJourneytotheCentreoftheEarth(1864),TwentyThousandLeaguesUndertheSea(1870)andAroundtheWorldinEightyDays(1873).1.(1)HaveyoureadanystorieswrittenbyJulesVerne?(2)Whataretheyabout?2.WhatamazingthingsdoyouthinkyoumightfindinTwentyThousandLeaguesUndertheSea?StepⅡWhilereadingActivity1ReadforthemainideaReadthepassageandunderlinethekeysentencesofeachparagraph.Findoutwhattheauthorintendstotellus.Activity2Readfordetailedinformationpletethetablewithexpressionsfromthepassage.AdventuresundertheseaActionsFeelingsViewswalkedunderthewaters

nolongerfelttheweight

solarraysshonethroughthewaterymasseasily

Activity3ThinkandshareLearningtolearnWhenreadinganunfamiliarword,firsttrytousethecontextofthesentenceorpassagetoinferitsmeaning.Thenthinkaboutwhatotherwordswouldmakesenseinthesentence.Partsoftheword,suchasprefixes,wordrootsandsuffixes,canalsobeusedtotryandworkoutitsmeaning.1.Whatdoestheauthormeanby“Wordsarenotenoughtorelatesuchwonders”?2.Whatdoyouthinkwillhappennextinthestory?Shareyourideaswiththeclass.3.Whatdoyouknowabouttheworldbeneaththesurfaceoftheoceans?4.Whydoyouthinkpeoplewanttoexplorethisunderwaterworld?StepⅢPostreadingGroupwork:Imagineyouarethemarinebiologistfromthestorywalkingontheseabed.Talkaboutyourexperiences.1.Planyourconversationbyansweringthequestions.?Whatdidyouwearandhowdidyoubreathe??Whodidyougowith??Whatdidyousee??Howdidyoufeel?2.Havetheconversationwithyourpartner.Taketurnsaskingeachotherquestionsandrespondtoyourpartner’sments.3.Giveyourtalktotheclass.StepⅣHomeworkLanguagepointsandtranslation1.CaptainNemowalkedinfront,oneofhismenfollowingsomestepsbehind.【翻譯】尼摩船長走在前面,他的一個隨從緊隨其后?！窘馕觥开?dú)立主格結(jié)構(gòu):

邏輯主語(名詞/代詞)+doing特點(diǎn):1.逗號隔開;2.獨(dú)立存在,邏輯主語與主句主語不同。功能:充當(dāng)方式、時間、條件、伴隨、原因等狀語?！净顚W(xué)活用】(1)如果天氣/時間允許的話,我們明天去野餐。,we’llgoforapicnictomorrow.

(2)考試結(jié)束了,我們開始了我們的假期。,webeganourholiday.

(3)他下周將要去參加一個會議,所有費(fèi)用由他的公司支付。Heisleavingforaconferencenextweek,allexpenses(pay)byhispany.

(4)我們正在上課,門敞開著。Wearehavingourclass,.

(5)老師走進(jìn)教室,手里拿著一本書。Theteachercameintotheclassroom,.

2.Inolongerfelttheweightofmyclothes,orofmyshoes,ofmyairsupply,ormythickhelmet,insidewhichmyheadshooklikeanutinitsshell.【翻譯】我再也感覺不到我的衣服、鞋子、氧氣罐和厚重頭盔的重量,我的頭在頭盔里就像堅果在殼里那樣搖晃?！窘馕觥渴褂谩敖樵~+關(guān)系代詞”結(jié)構(gòu)引導(dǎo)定語從句時,關(guān)系代詞只能用whom(先行詞指人),which(先行詞指物)和whose(表示所屬關(guān)系)?！净顚W(xué)活用】(1)Johninvitedabout40peopletohiswedding,(大多數(shù))arefamilymembers.

(2)Thisismypairofglasses,(沒有它)Icannotseeclearly.

(3)Withthefastdevelopmentofagriculture,thepeople,(在他們的村里)shetaught10yearsago,havelivedahappylife.

StepⅤ評價量規(guī)學(xué)習(xí)目標(biāo)目標(biāo)達(dá)成評價等級ABCDUnderstandthedescriptionoftheworldundertheseaandgetthemainideaofthetext;Haveapreliminaryunderstandingoftheliterarygenreandlanguagestyleofsciencefictionnovels;Experiencetheprotagonist’spsychologicalfeelings,andhaveadeeperthinkingonhuman’slongingforexploringtheunderwaterworld.參考答案:StepⅠLeadinStudents’ownanswers.StepⅡWhilereadingActivity1Para.1Wordsarenotenoughtorelatesuchwonders!Para.2Thelight,whichlitthesoilthirtyfeetbelowthesurfaceoftheocean,astonishedmebyitspower.Theauthorintendstotellustheamazingsceneryunderthesea.Activity2AdventuresundertheseaActionsFeelingsViewswalkedunderthewaterswalkingonfine,evensandnolongerfelttheweightastonishedmenotwrinkled,asonaflatshoreasifIwasinbroaddaylightsolarraysshonethroughthewaterymasseasily?Beyondthatthecoloursdarkenedintofineshadesofdeepblue,andgraduallydisappeared.?Abovemewasthecalmsurfaceofthesea.?Thisdazzlingcarpet...droveawaytheraysofthesunwithwonderfulintensity...Activity31.Theauthormeansthattheviewsunderwateraresobeautifulandsuchexperienceissouniquethathecan’tfindenoughandproperwordstodescribethem.2.Students’ownanswers.3.Students’ownanswers.4.Students’ownanswers.StepⅢPostreading略StepⅣHomework1.(1)Weather/Timepermitting(2)Thetestfinished/over(3)tobepaid(4)thedooropen(5)abookinhishand/bookinhand2.(1)mostofwhom(2)withoutwhich(3)inwhosevillagePresentingideas學(xué)案設(shè)計學(xué)習(xí)目標(biāo):By