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外研版 (2019)必修 第三册Unit 5 What an adventure!教学设计
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这是一份外研版 (2019)必修 第三册Unit 5 What an adventure!教学设计，共11页。教案主要包含了结构，过去将来时的其他几种表达方式等内容，欢迎下载使用。
Using Language教学设计
教学设计：
By the end f this perid, students will be able t:
1.Identify and summarise the frms and functins f past future thrugh bservatin and apply it crrectly in different cntexts and situatins;
2.Understand the main idea f listening materials and gather specific details t cmplete the table;
3.Learn the basic f first aid,master prper cntents and terms f it in varius emergency situatins;
4.Utilise apprpriate structures t intrduce adventure travel experiences.
教学重难点：
Guide students t understand the frms and functins f past future thrugh bservatin, apply it crrectly in a real cntext;
Guide students t use relevant structures t intrduce adventure travel experiences.
教学方法：
Task-based Language Teaching Methd
课时安排：
One perid
教学设计：
Step Ⅰ Lead-in
Cmpare the tw grups f sentences and answer the questins.Sentences (a) and (b) are frm the reading passage.
a.Last year,hundreds f peple spent gd mney n an experience that they knew wuld include crwds,discmfrt and danger.
b. Arnette,wh climbed Qmlangma in that year and was ging t climb ther high muntains arund the wrld.
c.This year,hundreds f peple will spend gd mney n an experience that they knw will include crwds,discmfrt and danger.
d. Arnette,wh has climbed Qmlangma and is ging t climb ther high muntains arund the wrld.
1.What is the difference between the tw grups f sentences?
2.What clues in the sentences help yu decide which tense t use?
3.Match each grup f sentences t the crrect timeline.
Suggested answers:
1.Sentences in the first grup use past future tense.Sentences in the secnd grup use present future tense.
2.The time adverbials like “Last year”,“in that year” in the first grup;“This year” and the verb frm “has climbed” in the secnd grup are clues t help readers decide which tense t use.
3.a-B b-B c-A d-A
Step Ⅱ Analysis and identificatin
Activity 1 Write the clauses in the crrect rder.
a.which/fr three full days/the strm/wuld last
__________________________________________________
b.remain/there/we wuld/fr many mnths t cme
__________________________________________________
c.wuldn’t/fr a very lng time/be back/we
__________________________________________________
d.frm prt/we/sailing/were
__________________________________________________
Suggested answers:
a.the strm which wuld last fr three full days
b.where we wuld remain fr many mnths t cme
c.we wuldn’t be back fr a very lng time
d.we were sailing frm prt
Activity 2 Cmplete the captain’s memir with the clauses.
It was spring,and 1. .We were excited—nne f us knew that these wuld be ur final days tgether.At first,the waters f the strait were calm and we spent ur days wrking,fishing and playing cards,happily unaware that 2. .At that pint,3. was just a few dark cluds n the hrizn.Hurs later,the waves rse up ver ur ship,breaking it int tw and thrwing us verbard.Chking with water,we swam t the nearest island.4. ,hatching plans t escape.
•1-d 2-c 3-a 4-b
Activity 3 Fill in the blanks.
过去将来时
过去将来时表示从过去的某一时间来看将来要发生的动作或呈现的状态,常用于宾语从句中。可以这样理解:过去将来时的出发点是过去,即从过去某一时刻看以后要发生的动作或状态。例如:
(1)She was sixty-six.In three years,she wuld be sixty-nine.
(2)He said he wuld g t the nrth fr the hliday.
一、结构
二、过去将来时的其他几种表达方式
1.was/were ging t d表示过去打算或计划将要做什么。
She said she tw tickets in advance.
2.(1)was/were abut t d表示过去即将发生的动作,意为 “过去正要做某事”,一般不与表示具体时间的时间状语连用,可与when连用。
(2)was/were n the pint f ding 表示“过去正要做某事”。
She waited until he .
3.was/were t d 表示过去计划或安排将要做某事,有时表示“注定”。
He said he his hliday with his elder brther in a week.
4.was/were ding表示过去按计划或安排将要发生的事,常用于以下动词:cme、g、arrive、leave、start等。
He said he at six the next mrning.
5.用某些动词的过去式表示按时刻表或日程表过去将要发生的事。
They tld me the plane at 8 ’clck tmrrw.
【注意】 条件状语从句和时间状语从句中需要用一般过去时代替过去将来时,如:
I didn’t knw when she wuld cme,but when she came I wuld let yu knw.
Suggested answers:
1.was ging t reserve
2.was abut t leave
3.was t arrange
4.was leaving
5.tk ff
Activity 4 Practice
Imagine yu were ne f the sailrs in Activity 1.Answer the captain’s questins using I was ging t...,but...
Suggested answers:
•I was ging t hunt fr fd,but my knee was wunded.
•I was ging t cllect sme water,but I fund there was a hle in the side f the bucket.
•I was ging t put up the tent,but I fund I hadn’t gt a hammer and nails.
•I was ging t build a fire,but suddenly it started t rain.
Activity 5 Lk at the items in the first aid kit and talk abut what they are used fr.
Add anything else that yu think wuld be useful.
Learning first aid is helpful befre yu g n an adventure!
Suggested answers: Students’ wn answers.
Activity 6 Cmplete the first aid guidelines with the wrds and expressins in Activity 5.
FIRST AID GUIDELINES
•Brken arm
T reduce the pain,place a(n) 1. n the arm.If it is t cld,cver it with clth befrehand.It is imprtant t keep the arm still and rigid,s make a sling ut f a(n) 2. .
•Cut
Put pressure n the cut with a clean clth.Once the bleeding has stpped,clean the area ut with fresh water r 3. .Once the wund is cleaned and dry,cver it with a bandage.
•Heatstrke
Take the persn t a cl place and give him/her lts f water t drink.Take the persn’s temperature by putting a(n) 4. under his/her tngue.If it is 40℃ r higher,take the persn t hspital as sn as pssible.
•Insect bite
Wash the area with liquid medicine.If the bite becmes ht,red and itchy,try t cl it dwn.If the bite is painful,give the persn ne r tw t hspital if necessary.
Suggested answers:
1.ice pack 2.bandage 3.cttn wl balls 4.thermmeter 5.painkillers
Step Ⅲ Listening
Activity 1 Amazing rad trips
Activity 2 Listen t the interview and chse the wrds that best describe the speakers’ experiences.
1.Expensive but fun.
2.Difficult and unpleasant.
3.Challenging but rewarding.
Activity 3 Listen again and cmplete the blg.
When we came back,we were asked a lt f questins abut ur adventure.Here we’ll try t answer the mst frequently asked questins.
•Why did yu d it?
We did it t 1._________________.
•Hw did yu prepare?
We really practised a lt!If we weren’t studying,we were 2. .
•What difficulties did yu encunter?
We had t 3. day after day.We als had t face 4. and dangerus falling rcks.5. started frm Chengdu,but three friends gt injured.
What did yu see?
The views were fantastic! The mst impressive nes were thse f 6. .
Hw did yu feel after the trip?
It was the best feeling in the wrld! We had an adventure,raised sme mney and 7. t sme children’s lives.
Suggested answers:
Activity 1 略
Activity 2 3
Activity 3
1.raise mney fr a children’s charity 2.cycling 3.cycle up muntains 4.snwy weather 5.Five f us 6.the snwy muntains 7.helped make a difference
听力评价量规
Step Ⅳ Discussin
Wrk in pairs.Act ut the cnversatin t talk abut the rad trips acrss China.
Student A:Turn t Page 107.
Student B:Turn t Page 112.
Learning t learn
While listening and taking ntes,yu dn’t need t write dwn every wrd in full.Using symbls and abbreviatins can allw yu t take ntes mre quickly.Next time yu need t take ntes,try using sme f these:∵/because,∴/therefre,5/five,↑/up,C20/20th century,20K/twenty thusand,diff./difference.
Step Ⅴ Hmewrk
Activity 1 语法专练
1.He (speak) at the meeting,but his heart attack prevented him.
2.I asked him t give up smking,but he said he _________________(nt d) it.
3.As early as his secnd film,Chaplin had develped his wn manner f acting,the ne that (becme) wrld famus.
4.Helen was delayed by a custmer when she (leave) the ffice.
5.He (tell) me the secret when smene patted him n the shulder.
6.On ur way t the huse,it was raining s hard that we culdn’t help wndering hw lng it (take) t get there.
Activity 2 翻译句子
1.彼得刚要离开办公室,电话铃响了。
2.他宣布他将亲自接管那家公司。
3.我检查了雏鸟,它看起来很好。我的下一项工作是筑个巢并把它固定在树上。
I examined the chick and it seemed fine.
Suggested answers:
Activity 1
1.was ging t speak 2.wuldn’t d 3.was t becme 4.was leaving 5.was abut t tell/was n the pint f telling 6.wuld take
Activity 2
1.Peter was abut t leave/n the pint f leaving the ffice when the telephne rang.
2.He annunced that he wuld persnally take charge f that cmpany.
3.My next wrk was t cnstruct a nest and fix it in a tree.
Step Ⅵ 语法评价量规
英语语法(过去将来时的被动语态)评价量表
续 表
教学反思：
本板块包括语法部分Past future、词汇部分First aid和听说部分Amazing rad trips。语法部分旨在通过语境对比和时间轴图示，结合句子和情境训练加深学生对过去将来时的理解；词汇部分提供了与单元主题相关的急救知识及词汇与表达，帮助学生了解和熟悉生活中的急救方法，积累救生知识，培养生存技能。听说部分是一段访谈，两名学生描述他们完成318国道骑行的经历。通过真实语境下技能的综合训练，帮助学生加深对探险主题的理解，提高其综合语言运用能力。肯定式
主语+shuld/wuld+d+其他……
•He hped the cncert wuld have a relaxed atmsphere.
•We said we shuld finish the wrk sn.
否定式
主语+shuld nt/wuld nt+d+其他……
They tld me that they prbably wuldn’t cme.
一般
疑问式
Wuld/shuld+主语+d+其他?
Wuld he turn up at the meeting n time if he tk a taxi then?
特殊
疑问式
特殊疑问词+wuld/shuld+主语+d+其他……?
What wuld yu d if yu were there that time?
评价指标
优
良
中
差
自评
互评
师评
主旨要义
能够准确理解主旨要义(对话主要内容是什么)
能够基本理解主旨要义(对话主要内容是什么)
能够理解部分主旨要义(对话主要内容是什么)
未能理解主旨要义(对话主要内容是什么)
获取事实性的具体信息
能够准确获取对话细节信息
能够基本获取对话细节信息
能够获取部分对话细节信息
未能获取对话细节信息
对所听内容做出推断
能够对所听内容做出准确推断
能够对所听内容做出基本推断
能够对所听部分内容做出推断
未能对所听内容做出推断
理解说话者的意图、观点或态度
能够准确理解说话者的意图、观点或态度
能够基本理解说话者的意图、观点或态度
能够理解说话者的部分意图、观点或态度
未能理解说话者的意图、观点或态度
评价指标
优
良
中
差
自评
互评
师评
基本概念
能准确理解和把握过去将来时被动语态的意义
能基本理解和把握过去将来时被动语态的意义
能部分理解和把握过去将来时被动语态的意义
基本未能把握过去将来时被动语态的意义
评价指标
优
良
中
差
自评
互评
师评
基本结构
能够非常准确地掌握过去将来时被动语态的肯定、否定、一般疑问和特殊疑问结构
能够基本上掌握过去将来时被动语态的肯定、否定、一般疑问和特殊疑问结构
能掌握部分过去将来时被动语态的肯定、否定、一般疑问和特殊疑问结构
基本未了解过去将来时被动语态的肯定、否定、一般疑问和特殊疑问结构
应用
能够精准地识别文章和高考语法填空中的过去将来时被动语态
能够在大部分情况下正确地识别文章和高考语法填空中的过去将来时被动语态
较少的情况下,能够正确地识别文章和高考语法填空中的过去将来时被动语态
未能在文章和高考语法填空中识别过去将来时的被动语态
迁移
能够在作文中非常自如、恰当地使用过去将来时的被动语态
能够在作文中较为恰当地使用过去将来时的被动语态
能够在作文中使用过去将来时的被动语态,但是错误较多
在作文中基本上未能正确使用过去将来时的被动语态
Using Language教学设计
教学设计：
By the end f this perid, students will be able t:
1.Identify and summarise the frms and functins f past future thrugh bservatin and apply it crrectly in different cntexts and situatins;
2.Understand the main idea f listening materials and gather specific details t cmplete the table;
3.Learn the basic f first aid,master prper cntents and terms f it in varius emergency situatins;
4.Utilise apprpriate structures t intrduce adventure travel experiences.
教学重难点：
Guide students t understand the frms and functins f past future thrugh bservatin, apply it crrectly in a real cntext;
Guide students t use relevant structures t intrduce adventure travel experiences.
教学方法：
Task-based Language Teaching Methd
课时安排：
One perid
教学设计：
Step Ⅰ Lead-in
Cmpare the tw grups f sentences and answer the questins.Sentences (a) and (b) are frm the reading passage.
a.Last year,hundreds f peple spent gd mney n an experience that they knew wuld include crwds,discmfrt and danger.
b. Arnette,wh climbed Qmlangma in that year and was ging t climb ther high muntains arund the wrld.
c.This year,hundreds f peple will spend gd mney n an experience that they knw will include crwds,discmfrt and danger.
d. Arnette,wh has climbed Qmlangma and is ging t climb ther high muntains arund the wrld.
1.What is the difference between the tw grups f sentences?
2.What clues in the sentences help yu decide which tense t use?
3.Match each grup f sentences t the crrect timeline.
Suggested answers:
1.Sentences in the first grup use past future tense.Sentences in the secnd grup use present future tense.
2.The time adverbials like “Last year”,“in that year” in the first grup;“This year” and the verb frm “has climbed” in the secnd grup are clues t help readers decide which tense t use.
3.a-B b-B c-A d-A
Step Ⅱ Analysis and identificatin
Activity 1 Write the clauses in the crrect rder.
a.which/fr three full days/the strm/wuld last
__________________________________________________
b.remain/there/we wuld/fr many mnths t cme
__________________________________________________
c.wuldn’t/fr a very lng time/be back/we
__________________________________________________
d.frm prt/we/sailing/were
__________________________________________________
Suggested answers:
a.the strm which wuld last fr three full days
b.where we wuld remain fr many mnths t cme
c.we wuldn’t be back fr a very lng time
d.we were sailing frm prt
Activity 2 Cmplete the captain’s memir with the clauses.
It was spring,and 1. .We were excited—nne f us knew that these wuld be ur final days tgether.At first,the waters f the strait were calm and we spent ur days wrking,fishing and playing cards,happily unaware that 2. .At that pint,3. was just a few dark cluds n the hrizn.Hurs later,the waves rse up ver ur ship,breaking it int tw and thrwing us verbard.Chking with water,we swam t the nearest island.4. ,hatching plans t escape.
•1-d 2-c 3-a 4-b
Activity 3 Fill in the blanks.
过去将来时
过去将来时表示从过去的某一时间来看将来要发生的动作或呈现的状态,常用于宾语从句中。可以这样理解:过去将来时的出发点是过去,即从过去某一时刻看以后要发生的动作或状态。例如:
(1)She was sixty-six.In three years,she wuld be sixty-nine.
(2)He said he wuld g t the nrth fr the hliday.
一、结构
二、过去将来时的其他几种表达方式
1.was/were ging t d表示过去打算或计划将要做什么。
She said she tw tickets in advance.
2.(1)was/were abut t d表示过去即将发生的动作,意为 “过去正要做某事”,一般不与表示具体时间的时间状语连用,可与when连用。
(2)was/were n the pint f ding 表示“过去正要做某事”。
She waited until he .
3.was/were t d 表示过去计划或安排将要做某事,有时表示“注定”。
He said he his hliday with his elder brther in a week.
4.was/were ding表示过去按计划或安排将要发生的事,常用于以下动词:cme、g、arrive、leave、start等。
He said he at six the next mrning.
5.用某些动词的过去式表示按时刻表或日程表过去将要发生的事。
They tld me the plane at 8 ’clck tmrrw.
【注意】 条件状语从句和时间状语从句中需要用一般过去时代替过去将来时,如:
I didn’t knw when she wuld cme,but when she came I wuld let yu knw.
Suggested answers:
1.was ging t reserve
2.was abut t leave
3.was t arrange
4.was leaving
5.tk ff
Activity 4 Practice
Imagine yu were ne f the sailrs in Activity 1.Answer the captain’s questins using I was ging t...,but...
Suggested answers:
•I was ging t hunt fr fd,but my knee was wunded.
•I was ging t cllect sme water,but I fund there was a hle in the side f the bucket.
•I was ging t put up the tent,but I fund I hadn’t gt a hammer and nails.
•I was ging t build a fire,but suddenly it started t rain.
Activity 5 Lk at the items in the first aid kit and talk abut what they are used fr.
Add anything else that yu think wuld be useful.
Learning first aid is helpful befre yu g n an adventure!
Suggested answers: Students’ wn answers.
Activity 6 Cmplete the first aid guidelines with the wrds and expressins in Activity 5.
FIRST AID GUIDELINES
•Brken arm
T reduce the pain,place a(n) 1. n the arm.If it is t cld,cver it with clth befrehand.It is imprtant t keep the arm still and rigid,s make a sling ut f a(n) 2. .
•Cut
Put pressure n the cut with a clean clth.Once the bleeding has stpped,clean the area ut with fresh water r 3. .Once the wund is cleaned and dry,cver it with a bandage.
•Heatstrke
Take the persn t a cl place and give him/her lts f water t drink.Take the persn’s temperature by putting a(n) 4. under his/her tngue.If it is 40℃ r higher,take the persn t hspital as sn as pssible.
•Insect bite
Wash the area with liquid medicine.If the bite becmes ht,red and itchy,try t cl it dwn.If the bite is painful,give the persn ne r tw t hspital if necessary.
Suggested answers:
1.ice pack 2.bandage 3.cttn wl balls 4.thermmeter 5.painkillers
Step Ⅲ Listening
Activity 1 Amazing rad trips
Activity 2 Listen t the interview and chse the wrds that best describe the speakers’ experiences.
1.Expensive but fun.
2.Difficult and unpleasant.
3.Challenging but rewarding.
Activity 3 Listen again and cmplete the blg.
When we came back,we were asked a lt f questins abut ur adventure.Here we’ll try t answer the mst frequently asked questins.
•Why did yu d it?
We did it t 1._________________.
•Hw did yu prepare?
We really practised a lt!If we weren’t studying,we were 2. .
•What difficulties did yu encunter?
We had t 3. day after day.We als had t face 4. and dangerus falling rcks.5. started frm Chengdu,but three friends gt injured.
What did yu see?
The views were fantastic! The mst impressive nes were thse f 6. .
Hw did yu feel after the trip?
It was the best feeling in the wrld! We had an adventure,raised sme mney and 7. t sme children’s lives.
Suggested answers:
Activity 1 略
Activity 2 3
Activity 3
1.raise mney fr a children’s charity 2.cycling 3.cycle up muntains 4.snwy weather 5.Five f us 6.the snwy muntains 7.helped make a difference
听力评价量规
Step Ⅳ Discussin
Wrk in pairs.Act ut the cnversatin t talk abut the rad trips acrss China.
Student A:Turn t Page 107.
Student B:Turn t Page 112.
Learning t learn
While listening and taking ntes,yu dn’t need t write dwn every wrd in full.Using symbls and abbreviatins can allw yu t take ntes mre quickly.Next time yu need t take ntes,try using sme f these:∵/because,∴/therefre,5/five,↑/up,C20/20th century,20K/twenty thusand,diff./difference.
Step Ⅴ Hmewrk
Activity 1 语法专练
1.He (speak) at the meeting,but his heart attack prevented him.
2.I asked him t give up smking,but he said he _________________(nt d) it.
3.As early as his secnd film,Chaplin had develped his wn manner f acting,the ne that (becme) wrld famus.
4.Helen was delayed by a custmer when she (leave) the ffice.
5.He (tell) me the secret when smene patted him n the shulder.
6.On ur way t the huse,it was raining s hard that we culdn’t help wndering hw lng it (take) t get there.
Activity 2 翻译句子
1.彼得刚要离开办公室,电话铃响了。
2.他宣布他将亲自接管那家公司。
3.我检查了雏鸟,它看起来很好。我的下一项工作是筑个巢并把它固定在树上。
I examined the chick and it seemed fine.
Suggested answers:
Activity 1
1.was ging t speak 2.wuldn’t d 3.was t becme 4.was leaving 5.was abut t tell/was n the pint f telling 6.wuld take
Activity 2
1.Peter was abut t leave/n the pint f leaving the ffice when the telephne rang.
2.He annunced that he wuld persnally take charge f that cmpany.
3.My next wrk was t cnstruct a nest and fix it in a tree.
Step Ⅵ 语法评价量规
英语语法(过去将来时的被动语态)评价量表
续 表
教学反思：
本板块包括语法部分Past future、词汇部分First aid和听说部分Amazing rad trips。语法部分旨在通过语境对比和时间轴图示，结合句子和情境训练加深学生对过去将来时的理解；词汇部分提供了与单元主题相关的急救知识及词汇与表达，帮助学生了解和熟悉生活中的急救方法，积累救生知识，培养生存技能。听说部分是一段访谈，两名学生描述他们完成318国道骑行的经历。通过真实语境下技能的综合训练，帮助学生加深对探险主题的理解，提高其综合语言运用能力。肯定式
主语+shuld/wuld+d+其他……
•He hped the cncert wuld have a relaxed atmsphere.
•We said we shuld finish the wrk sn.
否定式
主语+shuld nt/wuld nt+d+其他……
They tld me that they prbably wuldn’t cme.
一般
疑问式
Wuld/shuld+主语+d+其他?
Wuld he turn up at the meeting n time if he tk a taxi then?
特殊
疑问式
特殊疑问词+wuld/shuld+主语+d+其他……?
What wuld yu d if yu were there that time?
评价指标
优
良
中
差
自评
互评
师评
主旨要义
能够准确理解主旨要义(对话主要内容是什么)
能够基本理解主旨要义(对话主要内容是什么)
能够理解部分主旨要义(对话主要内容是什么)
未能理解主旨要义(对话主要内容是什么)
获取事实性的具体信息
能够准确获取对话细节信息
能够基本获取对话细节信息
能够获取部分对话细节信息
未能获取对话细节信息
对所听内容做出推断
能够对所听内容做出准确推断
能够对所听内容做出基本推断
能够对所听部分内容做出推断
未能对所听内容做出推断
理解说话者的意图、观点或态度
能够准确理解说话者的意图、观点或态度
能够基本理解说话者的意图、观点或态度
能够理解说话者的部分意图、观点或态度
未能理解说话者的意图、观点或态度
评价指标
优
良
中
差
自评
互评
师评
基本概念
能准确理解和把握过去将来时被动语态的意义
能基本理解和把握过去将来时被动语态的意义
能部分理解和把握过去将来时被动语态的意义
基本未能把握过去将来时被动语态的意义
评价指标
优
良
中
差
自评
互评
师评
基本结构
能够非常准确地掌握过去将来时被动语态的肯定、否定、一般疑问和特殊疑问结构
能够基本上掌握过去将来时被动语态的肯定、否定、一般疑问和特殊疑问结构
能掌握部分过去将来时被动语态的肯定、否定、一般疑问和特殊疑问结构
基本未了解过去将来时被动语态的肯定、否定、一般疑问和特殊疑问结构
应用
能够精准地识别文章和高考语法填空中的过去将来时被动语态
能够在大部分情况下正确地识别文章和高考语法填空中的过去将来时被动语态
较少的情况下,能够正确地识别文章和高考语法填空中的过去将来时被动语态
未能在文章和高考语法填空中识别过去将来时的被动语态
迁移
能够在作文中非常自如、恰当地使用过去将来时的被动语态
能够在作文中较为恰当地使用过去将来时的被动语态
能够在作文中使用过去将来时的被动语态,但是错误较多
在作文中基本上未能正确使用过去将来时的被动语态
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