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英语必修 第三册Unit 1 Knowing me, Knowing you教案
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这是一份英语必修 第三册Unit 1 Knowing me, Knowing you教案，共32页。教案主要包含了活学活用等内容，欢迎下载使用。
Perid 1 Starting ut&Understanding ideas
教学设计:
By the end f this perid, students will be able t:
1.Observe the picture and identify the persnalities f the peple depicted in it;
2.Reflect n frm whm yu seek help when encuntering challenges;
3.Identify the key structure and cmprehend the main ideas f tw letters;
4.Understand the unit’s theme and facilitate the cultivatin f psitive and apprpriate cnnectins with thers.
教学重难点：
Encurage students t read independently, cmprehend the key cncepts, and acquire additinal infrmatin in details;
Guide students t cultivate psitive and apprpriate interpersnal relatinships with thers.
教学方法：
W-P教学法， Task-based Teaching Methd
教学设计：
Step Ⅰ Lead-in
Activity 1 Lk at the picture
Lk at the picture and describe what each persn is ding.Talk abut what kind f persn they might be.
Suggested answers:
1.He is sitting alne.He lks disappinted.He may be a quiet persn.
2.He is eager t have/eat fd.He may be hungry.It seems that he lves eating.
3.He is quarrelling with anther guy.He lks angry.He may be shrt-tempered.
4.He is talking with sme peple excitedly.He lks delighted.He may be friendly/utging.
5.She is ffering cakes t a guy happily.She lks hspitable.She may be a kind girl.
6.She has brken a cup.She lks frightened.She may be a careless girl.
Activity 2 Answer the questin
Questin:
Wh will yu turn t fr help when yu face a prblem?
•friends
•parents
•teachers
•nline frums
•n ne—yu prefer t keep things t yurself
•ther
Suggested answers:
Students’ wn answers.
Step Ⅱ While -reading
Activity 1 Read fr the main idea
Read the letters and find ut what kind f prblems Ben has and wh he turns t fr help.
Activity 2 Cmplete the diagram
Cmplete the sentences with expressins frm the passage.
Ben’s prblems
•I was disappinted with my teammate because I felt 1. by him.
•I tld my best friend that my teammate was t blame,just 2. .
•My best friend 3. .I dn’t knw what t d.
Agny Aunt’s suggestins
•Yu shuld 4. .Yu need t wrk tgether,and that means 5. and 6. .
•Tell yur best friend yu’re angry with him fr 7. and 8. ,but that yu want t mve n.
•Dn’t 9. when yu’re angry.Always remember:10. .
Suggested answers:
Activity 1
Ben felt ne f his teammates had disappinted the entire team,s he cnfided in his best friend.Hwever,his friend ended up spreading the infrmatin t everyne else.Nw Ben is at a lss fr what t d and seeks advice frm the Agny Aunt.
Activity 2
1.the team were let dwn
2.t let ff steam
3.went and tld everyne else what I’d said
4.aplgise t yur teammate
5.cmmunicating with each ther clearly
6.reslving cnflicts
7.repeating what yu said
8.making the situatin wrse
9.say t much
10.think first,speak later
Step Ⅲ Pst-reading
G thrugh the tw questins and think abut them individually;and then engage in grup discussin t explre them further.
Questins:
1.What d yu think f Agny Aunt’s advice? What ther advice wuld yu give t Ben?
2.What is yur understanding f the saying “Lse lips sink ships”? D yu knw any similar sayings in Chinese?
Suggested answers:
Students’ wn answers.
Step Ⅳ Hmewrk
Please write a letter t Agny Aunt and tell her abut the difficulties yu have been facing recently.
Suggested answers:
Students’ wn answers.
评价量规
教学反思
本节阅读课旨在提升学生的阅读技巧和思考能力。本节课通过图片分析的方式引出单元主题，并进一步解析语篇内容和脉络设计。课文以书信的形式介绍了同学们在相处中遇到的问题和建议。学生通过对课文的学习，能够联系自身实际、深入思考并自主探究本单元主题意义。
Unit1 Knwing me, Knwing yu
Perid2 Using Language
教学目标：
By the end f this perid, students will be able t:
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.
教学重难点：
Guide students t grasp the frms and functins f “-ed”as an adverbial thrugh bservatin, and apply it accurately in authentic cntexts;
Assist students in articulating the prper way t handle interpersnal relatinships.
教学方法：
Task-based language Teaching Methd
课时安排：
One perid
教学过程设计：
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?
Suggested answers:
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 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?
Suggested answers:
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 Fill in the blanks.
过去分词作状语
1.过去分词作状语的意义
过去分词作状语,可以表示时间、原因、条件、让步、方式或伴随情况等。过去分词所表示的动作与主语之间构成被动关系,表示被动或完成的动作,可位于句首、句中或句末,相当于状语从句。
(1)作时间状语时,相当于when或while等引导的从句。
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)作原因状语时,可转换为because,as或since等引导的从句。
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)作条件状语时,可转换为nce,if或unless等引导的从句。
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)作让步状语时,可转换为thugh,althugh或even if等引导的从句。
Eg.Left alne at hme,Jenny didn’t feel afraid at all.
=Althugh she was left,Jenny didn’t feel afraid at all.
(5)作方式或伴随状语。
Eg.Surrunded by his students,the teacher went int the lab.
2.过去分词作状语时,前面可以带有相应的连词(或短语)
过去分词作状语时,前面可以带有相应的连词(或短语)使表达的意思更明确,如when,until,thugh,althugh,as if,as thugh,even if,if,unless,nce等,构成“连词+过去分词”结构,相当于状语从句的省略,除了befre和after(befre和after在此用法中是介词)。
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.形容词化的过去分词作状语
有些动词的过去分词已经形容词化了,在句中作状语时常说明主语存在的状态,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.用分词作状语的方式翻译下列句子
(1)我和父亲正坐(seat)在桌旁讨论着我的工作问题。
____________________________________________________
(2)面对(face)困难,我们必须设法去克服。
____________________________________________________
(3)由于对他所做的事情很满意(satisfy),老师在课堂上表扬了他。
____________________________________________________
Suggested answers:
(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 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.
Suggested answers:
Influenced;Believing;Prevented;separated;realising
Activity 4 Read the tips and underline the wrds that describe behaviur twards thers.
Suggested answers:
1.frgive;aplgise 2.criticise 3.lie 4.judge;understand 5.cmplain
Step Ⅲ Listening
Activity 1 Saying n plitely
Activity 2 Listen t three cnversatins and match them t the pictures.
Suggested answers:
Activity 1 略
Activity 2
Picture a:Cnversatin 2
Picture b:Cnversatin 3
Picture c:Cnversatin 1
Activity 3 Listen again and cmplete the table.
Suggested answers:
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
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 语法专练
(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 翻译句子
1.受他的影响 (influence),越来越多的人喜欢上了户外活动。
________________________________________________________
2.泰山位于 (lcate) 山东省,一直是著名的旅游景点。
________________________________________________________
3.多给 (give) 这个男孩一些鼓励的话,他能够表现得更好。
________________________________________________________
4.经常进行 (carry ut) 适量运动的话,我们的健康状况可以得到改善。
_________________________________________________________
Suggested answers:
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.
Step Ⅵ 语法评价量规
英语语法(过去分词作状语的用法)评价量表
教学反思：
本版块包括语法部分-ed as adverbial（-ed作状语）、词汇部分、Interpersnal relatinships（人际交往）和听说部分Saying n plitely（如何礼貌地表达“拒绝”）。语法部分旨在引导学生通过对课文的学习，了解-ed作状语的用法。在学生对过去分词已有掌握的基础上，总结规律，对比分词作状语和常规表达的异同，鼓励学生在真实语境中运用该语法项目进行表达和写作训练。词汇部分则呈现了更多与人际 交往相关的词汇，引导学生恰当处理人际交往中遇到的不同情形。
新外研社高中英语必修三
Unit1 Knwing me, Knwing yu
Perid 3 Develping ideas教学设计
教学目标：
By the end f this perid, students will be able t:
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.
教学重难点：
Master the skills f discurse analysis and appreciate the beauty f language.
教学方法：
W-P教学法，Task-based Teaching Methd
Step Ⅰ Lead-in
Lk at the pictures.What wuld yu say if yu were student B?
Suggested answers:
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 Read fr the main idea
Read the passage and find ut the meaning f“white lies”.
Suggested answer:
White lies are little lies that we tell t prtect thers frm the truth.
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.
Suggested answers:
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.
Suggested answers:
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
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?
【翻译】 而且,当你发现身边最亲近的人在对你隐瞒真相时,你又会有怎样的感受呢?
【解析】 本句表示与现在事实相反的情况,所以使用虚拟语气。if引导的与现在事实相反的虚拟条件句时态常用一般过去时(be用were),主句时态常用“wuld/ shuld/ culd/ might +动词原形”。
【活学活用】
(1)如果我是你,我会抓住这次参赛的机会。
(2)如果有更多的时间,我就会帮你学英语了。
2.The mre (depend) yu are,the better yur life will be.
【翻译】 你越独立,你的生活就会越好。
【解析】 本句为“the + 比较级,the + 比较级”结构,表示“越……,就越……”。
【活学活用】
(1)你说英语越多,你的英语就会越好。
(2)汽车动力越强,就越难操控(handle)。
Step Ⅴ 评价量规
Suggested answers:
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.
教学反思：
本篇课文是围绕“善意的谎言”展开论述的议论文。文章结构清晰，逻辑严谨，从三个方面分别论述了“为什么即使是善意的谎言也会造成严重的危害”这一话题，从而引发学生对诚实的深度思考。通过完成问答、填写表格、小组合作等活动任务的实施，使学生理解并掌握议论文的文章结构和观点论述方法，从而进一步对认识自我、尊重他人及维护良好人际关系等问题产生新的思考。
新外研社高中英语必修三
Unit1 Knwing me, Knwing yu
Perid 4 Presenting ideas教学设计
教学目标：
By the end f this perid, students will be able t
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.
教学重难点：
students t read the given text,cmplete the text analysis, and then write a cntinuatin;
2.Guide students t understand the value f frgiveness and its impact n persnal grwth in relatinships.
教学方法：
Task-based Language Teaching Methd
教学过程设计：
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.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Suggested answers:
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 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:读故事主线(开端,发展,高潮,结局等)
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.(故事发生的开端背景)⇒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.
(发展: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:攒钱修玻璃并写信道歉)⇒Climax
Paragraph 1:I waited until it was dark.
Paragraph 2:The next day,I handed the ld lady her paper.
(结局:得到原谅)⇒Ending
Suggested answers:
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.
写作评价量规
续 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.
教学反思：
本节课通过巧妙的课堂设计和问题引导，层层递进地引导学生完成文本分析并掌握读后续写的文本分析模式。随后，学生完成个人的度后续写写作，并根据读后续写评价量规完成互评，找到写作的提升点。通过范文赏析，学生能够借鉴并提升语言表达能力。同时，读后续写的篇章材料内容符合本单元“人际关系”的主题，旨在帮助学生认识到自己和同龄人在成长过程中可能会遇到的人际关系问题，从而学会正确看待并解决这些问题。
学习目标
目标达成评价等级
A
B
C
D
Lk at the picture,and analyse the persnalities f the peple in it;
Reflect n wh yu turn t fr help when encuntering prblems;
Identify the key structure and understand the main idea f the tw letters;
Understand the unit’s theme and frm psitive and apprpriate interpersnal relatinships with thers.
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. .
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,快速准确匹配对话内容和图片信息
能够基本理解主旨要义,准确匹配对话内容和图片信息
能够部分理解主旨要义,不能准确匹配对话内容和图片信息
未能理解主旨要义,未能准确匹配对话内容和图片信息
获取事实性的具体信息
能够准确获取对话细节(如何礼貌要求或拒绝别人)
能够基本获取对话细节
能够部分获取对话细节
未能获取对话细节
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
能够部分理解说话者的意图、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分词作状语的概念和意义
能基本理解和把握过去分词作状语的概念和意义
能部分理解和把握过去分词作状语的概念和意义
基本未能把握过去分词作状语的概念和意义
基本结构
能够非常准确地判断表示时间、原因、条件和让步的句型
能够基本上判断表示时间、原因、条件和让步的句型
能判断部分表示时间、原因、条件和让步的句型
基本未能判断表示时间、原因、条件和让步的句型
应用
能够精准地识别文章中过去分词作状语的用法
能够在大部分情况下正确地识别文章中过去分词作状语的用法
在较少的情况下,能够正确识别文章中过去分词作状语的用法
未能在文章中识别过去分词作状语的用法
迁移
能够在作文中非常自如、恰当地使用过去分词作状语
能够在作文中较为恰当地使用过去分词作状语
能够在作文中使用过去分词作状语,但是错误较多
在作文中基本上不会使用过去分词作状语
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.
学习目标
目标达成评价等级
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.
Plt Line
Overview
Beginning
It ges wrse when
(Develpment)
The climax is when
Hw will the prblem be slved?(Ending)
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.
Characters
Details
Persnalities
I (The authr)
The ld lady
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
评价指标
优秀
良好
一般
较差
差
分值
内容
创造了丰富、合理的内容,富有逻辑性,续写完整,与原文情境融洽度高
创造了比较丰富、合理的内容,比较富有逻辑性,续写比较完整,与原文情境融洽度较高
创造了基本合理的内容,有一定的逻辑性,续写基本完整,与原文情境相关
内容和逻辑上有一些重大问题,续写不够完整,与原文情境有一定程度脱节
内容或逻辑上有较多重大问题,或有部分内容抄自原文,续写不完整,与原文情境基本脱节
6
6
4.8
3.6
2.4
1.2
词汇、语法结构
使用了多样并且恰当的词汇和语法结构,如三大从句、非谓语动词、with复合结构、倒装句、强调句等,有个别小错,但完全不影响理解
一半左右的句子使用了高级的词汇和语法结构,允许2-3个大的语法失误,但不影响理解
使用了简单词汇和语法结构,1/3的语言错误,但基本不影响理解
所使用的词汇数量有限,语法结构单调,错误较多,有1/2的句子都是错误的,影响理解
词汇数量有限,语法结构单一,2/3的语法错误,大部分内容无法理解
6
6
4.8
3.6
2.4
1.2
篇章结构、
句间衔接
有效地使用了语句间衔接手段,全文结构清晰,意义连贯
比较有效地使用了语句间衔接手段,全文结构比较清晰,意义比较连贯
基本有效地使用了语句间衔接手段,全文结构基本清晰,意义基本连贯
未能有效地使用语句间衔接手段,全文结构不够清晰,意义不够连贯
几乎没有使用语句间衔接手段,全文结构不清晰,意义不连贯
5
5
4
3
2
1
结尾
哲理式结尾,或寓情于景、以景结情的结局
采用哲理式结尾,以景结情的结尾或自然结尾,出现个别错误,但不影响全文理解
基本揭示了故事结局但偏离主线或严重脱节
缺少结尾或没有设计合理的结尾,语言表述与原文没有任何关联
故事没有结尾
4
4
3.6
2.4
1.6
0.8
评价指标
优秀
良好
一般
较差
差
分值
书写
漂亮、整齐,字母大小保持一致
整齐、干净、工整,修改较少
字母大小不一,修改较多
字迹潦草,难以辨认
乱涂乱画
3
3
2.4
1.8
1.2
0.6
自评/互评/师评
优秀(21—25)
良好(16—20)
一般(11—15)
较差(6—10)
差(1—5)
Perid 1 Starting ut&Understanding ideas
教学设计:
By the end f this perid, students will be able t:
1.Observe the picture and identify the persnalities f the peple depicted in it;
2.Reflect n frm whm yu seek help when encuntering challenges;
3.Identify the key structure and cmprehend the main ideas f tw letters;
4.Understand the unit’s theme and facilitate the cultivatin f psitive and apprpriate cnnectins with thers.
教学重难点：
Encurage students t read independently, cmprehend the key cncepts, and acquire additinal infrmatin in details;
Guide students t cultivate psitive and apprpriate interpersnal relatinships with thers.
教学方法：
W-P教学法， Task-based Teaching Methd
教学设计：
Step Ⅰ Lead-in
Activity 1 Lk at the picture
Lk at the picture and describe what each persn is ding.Talk abut what kind f persn they might be.
Suggested answers:
1.He is sitting alne.He lks disappinted.He may be a quiet persn.
2.He is eager t have/eat fd.He may be hungry.It seems that he lves eating.
3.He is quarrelling with anther guy.He lks angry.He may be shrt-tempered.
4.He is talking with sme peple excitedly.He lks delighted.He may be friendly/utging.
5.She is ffering cakes t a guy happily.She lks hspitable.She may be a kind girl.
6.She has brken a cup.She lks frightened.She may be a careless girl.
Activity 2 Answer the questin
Questin:
Wh will yu turn t fr help when yu face a prblem?
•friends
•parents
•teachers
•nline frums
•n ne—yu prefer t keep things t yurself
•ther
Suggested answers:
Students’ wn answers.
Step Ⅱ While -reading
Activity 1 Read fr the main idea
Read the letters and find ut what kind f prblems Ben has and wh he turns t fr help.
Activity 2 Cmplete the diagram
Cmplete the sentences with expressins frm the passage.
Ben’s prblems
•I was disappinted with my teammate because I felt 1. by him.
•I tld my best friend that my teammate was t blame,just 2. .
•My best friend 3. .I dn’t knw what t d.
Agny Aunt’s suggestins
•Yu shuld 4. .Yu need t wrk tgether,and that means 5. and 6. .
•Tell yur best friend yu’re angry with him fr 7. and 8. ,but that yu want t mve n.
•Dn’t 9. when yu’re angry.Always remember:10. .
Suggested answers:
Activity 1
Ben felt ne f his teammates had disappinted the entire team,s he cnfided in his best friend.Hwever,his friend ended up spreading the infrmatin t everyne else.Nw Ben is at a lss fr what t d and seeks advice frm the Agny Aunt.
Activity 2
1.the team were let dwn
2.t let ff steam
3.went and tld everyne else what I’d said
4.aplgise t yur teammate
5.cmmunicating with each ther clearly
6.reslving cnflicts
7.repeating what yu said
8.making the situatin wrse
9.say t much
10.think first,speak later
Step Ⅲ Pst-reading
G thrugh the tw questins and think abut them individually;and then engage in grup discussin t explre them further.
Questins:
1.What d yu think f Agny Aunt’s advice? What ther advice wuld yu give t Ben?
2.What is yur understanding f the saying “Lse lips sink ships”? D yu knw any similar sayings in Chinese?
Suggested answers:
Students’ wn answers.
Step Ⅳ Hmewrk
Please write a letter t Agny Aunt and tell her abut the difficulties yu have been facing recently.
Suggested answers:
Students’ wn answers.
评价量规
教学反思
本节阅读课旨在提升学生的阅读技巧和思考能力。本节课通过图片分析的方式引出单元主题，并进一步解析语篇内容和脉络设计。课文以书信的形式介绍了同学们在相处中遇到的问题和建议。学生通过对课文的学习，能够联系自身实际、深入思考并自主探究本单元主题意义。
Unit1 Knwing me, Knwing yu
Perid2 Using Language
教学目标：
By the end f this perid, students will be able t:
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.
教学重难点：
Guide students t grasp the frms and functins f “-ed”as an adverbial thrugh bservatin, and apply it accurately in authentic cntexts;
Assist students in articulating the prper way t handle interpersnal relatinships.
教学方法：
Task-based language Teaching Methd
课时安排：
One perid
教学过程设计：
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?
Suggested answers:
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 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?
Suggested answers:
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 Fill in the blanks.
过去分词作状语
1.过去分词作状语的意义
过去分词作状语,可以表示时间、原因、条件、让步、方式或伴随情况等。过去分词所表示的动作与主语之间构成被动关系,表示被动或完成的动作,可位于句首、句中或句末,相当于状语从句。
(1)作时间状语时,相当于when或while等引导的从句。
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)作原因状语时,可转换为because,as或since等引导的从句。
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)作条件状语时,可转换为nce,if或unless等引导的从句。
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)作让步状语时,可转换为thugh,althugh或even if等引导的从句。
Eg.Left alne at hme,Jenny didn’t feel afraid at all.
=Althugh she was left,Jenny didn’t feel afraid at all.
(5)作方式或伴随状语。
Eg.Surrunded by his students,the teacher went int the lab.
2.过去分词作状语时,前面可以带有相应的连词(或短语)
过去分词作状语时,前面可以带有相应的连词(或短语)使表达的意思更明确,如when,until,thugh,althugh,as if,as thugh,even if,if,unless,nce等,构成“连词+过去分词”结构,相当于状语从句的省略,除了befre和after(befre和after在此用法中是介词)。
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.形容词化的过去分词作状语
有些动词的过去分词已经形容词化了,在句中作状语时常说明主语存在的状态,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.用分词作状语的方式翻译下列句子
(1)我和父亲正坐(seat)在桌旁讨论着我的工作问题。
____________________________________________________
(2)面对(face)困难,我们必须设法去克服。
____________________________________________________
(3)由于对他所做的事情很满意(satisfy),老师在课堂上表扬了他。
____________________________________________________
Suggested answers:
(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 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.
Suggested answers:
Influenced;Believing;Prevented;separated;realising
Activity 4 Read the tips and underline the wrds that describe behaviur twards thers.
Suggested answers:
1.frgive;aplgise 2.criticise 3.lie 4.judge;understand 5.cmplain
Step Ⅲ Listening
Activity 1 Saying n plitely
Activity 2 Listen t three cnversatins and match them t the pictures.
Suggested answers:
Activity 1 略
Activity 2
Picture a:Cnversatin 2
Picture b:Cnversatin 3
Picture c:Cnversatin 1
Activity 3 Listen again and cmplete the table.
Suggested answers:
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
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 语法专练
(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 翻译句子
1.受他的影响 (influence),越来越多的人喜欢上了户外活动。
________________________________________________________
2.泰山位于 (lcate) 山东省,一直是著名的旅游景点。
________________________________________________________
3.多给 (give) 这个男孩一些鼓励的话,他能够表现得更好。
________________________________________________________
4.经常进行 (carry ut) 适量运动的话,我们的健康状况可以得到改善。
_________________________________________________________
Suggested answers:
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.
Step Ⅵ 语法评价量规
英语语法(过去分词作状语的用法)评价量表
教学反思：
本版块包括语法部分-ed as adverbial（-ed作状语）、词汇部分、Interpersnal relatinships（人际交往）和听说部分Saying n plitely（如何礼貌地表达“拒绝”）。语法部分旨在引导学生通过对课文的学习，了解-ed作状语的用法。在学生对过去分词已有掌握的基础上，总结规律，对比分词作状语和常规表达的异同，鼓励学生在真实语境中运用该语法项目进行表达和写作训练。词汇部分则呈现了更多与人际 交往相关的词汇，引导学生恰当处理人际交往中遇到的不同情形。
新外研社高中英语必修三
Unit1 Knwing me, Knwing yu
Perid 3 Develping ideas教学设计
教学目标：
By the end f this perid, students will be able t:
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.
教学重难点：
Master the skills f discurse analysis and appreciate the beauty f language.
教学方法：
W-P教学法，Task-based Teaching Methd
Step Ⅰ Lead-in
Lk at the pictures.What wuld yu say if yu were student B?
Suggested answers:
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 Read fr the main idea
Read the passage and find ut the meaning f“white lies”.
Suggested answer:
White lies are little lies that we tell t prtect thers frm the truth.
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.
Suggested answers:
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.
Suggested answers:
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
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?
【翻译】 而且,当你发现身边最亲近的人在对你隐瞒真相时,你又会有怎样的感受呢?
【解析】 本句表示与现在事实相反的情况,所以使用虚拟语气。if引导的与现在事实相反的虚拟条件句时态常用一般过去时(be用were),主句时态常用“wuld/ shuld/ culd/ might +动词原形”。
【活学活用】
(1)如果我是你,我会抓住这次参赛的机会。
(2)如果有更多的时间,我就会帮你学英语了。
2.The mre (depend) yu are,the better yur life will be.
【翻译】 你越独立,你的生活就会越好。
【解析】 本句为“the + 比较级,the + 比较级”结构,表示“越……,就越……”。
【活学活用】
(1)你说英语越多,你的英语就会越好。
(2)汽车动力越强,就越难操控(handle)。
Step Ⅴ 评价量规
Suggested answers:
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.
教学反思：
本篇课文是围绕“善意的谎言”展开论述的议论文。文章结构清晰，逻辑严谨，从三个方面分别论述了“为什么即使是善意的谎言也会造成严重的危害”这一话题，从而引发学生对诚实的深度思考。通过完成问答、填写表格、小组合作等活动任务的实施，使学生理解并掌握议论文的文章结构和观点论述方法，从而进一步对认识自我、尊重他人及维护良好人际关系等问题产生新的思考。
新外研社高中英语必修三
Unit1 Knwing me, Knwing yu
Perid 4 Presenting ideas教学设计
教学目标：
By the end f this perid, students will be able t
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.
教学重难点：
students t read the given text,cmplete the text analysis, and then write a cntinuatin;
2.Guide students t understand the value f frgiveness and its impact n persnal grwth in relatinships.
教学方法：
Task-based Language Teaching Methd
教学过程设计：
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.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Suggested answers:
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 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:读故事主线(开端,发展,高潮,结局等)
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.(故事发生的开端背景)⇒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.
(发展: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:攒钱修玻璃并写信道歉)⇒Climax
Paragraph 1:I waited until it was dark.
Paragraph 2:The next day,I handed the ld lady her paper.
(结局:得到原谅)⇒Ending
Suggested answers:
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.
写作评价量规
续 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.
教学反思：
本节课通过巧妙的课堂设计和问题引导，层层递进地引导学生完成文本分析并掌握读后续写的文本分析模式。随后，学生完成个人的度后续写写作，并根据读后续写评价量规完成互评，找到写作的提升点。通过范文赏析，学生能够借鉴并提升语言表达能力。同时，读后续写的篇章材料内容符合本单元“人际关系”的主题，旨在帮助学生认识到自己和同龄人在成长过程中可能会遇到的人际关系问题，从而学会正确看待并解决这些问题。
学习目标
目标达成评价等级
A
B
C
D
Lk at the picture,and analyse the persnalities f the peple in it;
Reflect n wh yu turn t fr help when encuntering prblems;
Identify the key structure and understand the main idea f the tw letters;
Understand the unit’s theme and frm psitive and apprpriate interpersnal relatinships with thers.
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. .
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,快速准确匹配对话内容和图片信息
能够基本理解主旨要义,准确匹配对话内容和图片信息
能够部分理解主旨要义,不能准确匹配对话内容和图片信息
未能理解主旨要义,未能准确匹配对话内容和图片信息
获取事实性的具体信息
能够准确获取对话细节(如何礼貌要求或拒绝别人)
能够基本获取对话细节
能够部分获取对话细节
未能获取对话细节
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
能够部分理解说话者的意图、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分词作状语的概念和意义
能基本理解和把握过去分词作状语的概念和意义
能部分理解和把握过去分词作状语的概念和意义
基本未能把握过去分词作状语的概念和意义
基本结构
能够非常准确地判断表示时间、原因、条件和让步的句型
能够基本上判断表示时间、原因、条件和让步的句型
能判断部分表示时间、原因、条件和让步的句型
基本未能判断表示时间、原因、条件和让步的句型
应用
能够精准地识别文章中过去分词作状语的用法
能够在大部分情况下正确地识别文章中过去分词作状语的用法
在较少的情况下,能够正确识别文章中过去分词作状语的用法
未能在文章中识别过去分词作状语的用法
迁移
能够在作文中非常自如、恰当地使用过去分词作状语
能够在作文中较为恰当地使用过去分词作状语
能够在作文中使用过去分词作状语,但是错误较多
在作文中基本上不会使用过去分词作状语
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.
学习目标
目标达成评价等级
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.
Plt Line
Overview
Beginning
It ges wrse when
(Develpment)
The climax is when
Hw will the prblem be slved?(Ending)
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.
Characters
Details
Persnalities
I (The authr)
The ld lady
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
评价指标
优秀
良好
一般
较差
差
分值
内容
创造了丰富、合理的内容,富有逻辑性,续写完整,与原文情境融洽度高
创造了比较丰富、合理的内容,比较富有逻辑性,续写比较完整,与原文情境融洽度较高
创造了基本合理的内容,有一定的逻辑性,续写基本完整,与原文情境相关
内容和逻辑上有一些重大问题,续写不够完整,与原文情境有一定程度脱节
内容或逻辑上有较多重大问题,或有部分内容抄自原文,续写不完整,与原文情境基本脱节
6
6
4.8
3.6
2.4
1.2
词汇、语法结构
使用了多样并且恰当的词汇和语法结构,如三大从句、非谓语动词、with复合结构、倒装句、强调句等,有个别小错,但完全不影响理解
一半左右的句子使用了高级的词汇和语法结构,允许2-3个大的语法失误,但不影响理解
使用了简单词汇和语法结构,1/3的语言错误,但基本不影响理解
所使用的词汇数量有限,语法结构单调,错误较多,有1/2的句子都是错误的,影响理解
词汇数量有限,语法结构单一,2/3的语法错误,大部分内容无法理解
6
6
4.8
3.6
2.4
1.2
篇章结构、
句间衔接
有效地使用了语句间衔接手段,全文结构清晰,意义连贯
比较有效地使用了语句间衔接手段,全文结构比较清晰,意义比较连贯
基本有效地使用了语句间衔接手段,全文结构基本清晰,意义基本连贯
未能有效地使用语句间衔接手段,全文结构不够清晰,意义不够连贯
几乎没有使用语句间衔接手段,全文结构不清晰,意义不连贯
5
5
4
3
2
1
结尾
哲理式结尾,或寓情于景、以景结情的结局
采用哲理式结尾,以景结情的结尾或自然结尾,出现个别错误,但不影响全文理解
基本揭示了故事结局但偏离主线或严重脱节
缺少结尾或没有设计合理的结尾,语言表述与原文没有任何关联
故事没有结尾
4
4
3.6
2.4
1.6
0.8
评价指标
优秀
良好
一般
较差
差
分值
书写
漂亮、整齐,字母大小保持一致
整齐、干净、工整,修改较少
字母大小不一,修改较多
字迹潦草,难以辨认
乱涂乱画
3
3
2.4
1.8
1.2
0.6
自评/互评/师评
优秀(21—25)
良好(16—20)
一般(11—15)
较差(6—10)
差(1—5)
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