外研版（2019）必修 第三册Unit 1 Knowing me, Knowing you单元教学设计
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| 名称 | 外研版（2019）必修 第三册Unit 1 Knowing me, Knowing you单元教学设计 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2024-03-20 11:55:12 | ||
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新外研社版高中英语必修三
Unit1 Knowing me, Knowing you
Period 1 Starting out&Understanding ideas
教学设计:
By the end of this period, students will be able to:
1.Observe the picture and identify the personalities of the people depicted in it;
2.Reflect on from whom you seek help when encountering challenges;
3.Identify the key structure and comprehend the main ideas of two letters;
4.Understand the unit’s theme and facilitate the cultivation of positive and appropriate connections with others.
教学重难点：
Encourage students to read independently, comprehend the key concepts, and acquire additional information in details;
Guide students to cultivate positive and appropriate interpersonal relationships with others.
教学方法：
W-P教学法， Task-based Teaching Method
教学设计：
Step Ⅰ Lead-in
Activity 1 Look at the picture
Look at the picture and describe what each person is doing.Talk about what kind of person they might be.
Suggested answers:
1.He is sitting alone.He looks disappointed.He may be a quiet person.
2.He is eager to have/eat food.He may be hungry.It seems that he loves eating.
3.He is quarrelling with another guy.He looks angry.He may be short-tempered.
4.He is talking with some people excitedly.He looks delighted.He may be friendly/outgoing.
5.She is offering cakes to a guy happily.She looks hospitable.She may be a kind girl.
6.She has broken a cup.She looks frightened.She may be a careless girl.
Activity 2 Answer the question
Question:
Who will you turn to for help when you face a problem
friends
parents
teachers
online forums
no one—you prefer to keep things to yourself
other
Suggested answers:
Students’ own answers.
Step Ⅱ While -reading
Activity 1 Read for the main idea
Read the letters and find out what kind of problems Ben has and who he turns to for help.
Activity 2 Complete the diagram
Complete the sentences with expressions from the passage.
Ben’s problems
I was disappointed with my teammate because I felt 1. by him.
I told my best friend that my teammate was to blame,just 2. .
My best friend 3. .I don’t know what to do.
Agony Aunt’s suggestions
You should 4. .You need to work together,and that means 5. and 6. .
Tell your best friend you’re angry with him for 7. and 8. ,but that you want to move on.
Don’t 9. when you’re angry.Always remember:10. .
Suggested answers:
Activity 1
Ben felt one of his teammates had disappointed the entire team,so he confided in his best friend.However,his friend ended up spreading the information to everyone else.Now Ben is at a loss for what to do and seeks advice from the Agony Aunt.
Activity 2
1.the team were let down
2.to let off steam
3.went and told everyone else what I’d said
4.apologise to your teammate
5.communicating with each other clearly
6.resolving conflicts
7.repeating what you said
8.making the situation worse
9.say too much
10.think first,speak later
Step Ⅲ Post-reading
Go through the two questions and think about them individually;and then engage in group discussion to explore them further.
Questions:
1.What do you think of Agony Aunt’s advice What other advice would you give to Ben
2.What is your understanding of the saying “Loose lips sink ships” Do you know any similar sayings in Chinese
Suggested answers:
Students’ own answers.
Step Ⅳ Homework
Please write a letter to Agony Aunt and tell her about the difficulties you have been facing recently.
Suggested answers:
Students’ own answers.
评价量规
学习目标 目标达成评价等级
A B C D
Look at the picture,and analyse the personalities of the people in it;
Reflect on who you turn to for help when encountering problems;
Identify the key structure and understand the main idea of the two letters;
Understand the unit’s theme and form positive and appropriate interpersonal relationships with others.
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 Knowing me, Knowing you
Period2 Using Language
教学目标：
By the end of this period, students will be able to:
1.Identify and summarise the forms and functions of “-ed” as an adverbial through observation and apply it correctly in different contexts and situations;
2.Comprehend the general idea of listening materials and gather specific details to complete the table;
3.Utilise phrases for making requests and refusals effectively;
4.Employ the appropriate structures from listening materials to describe the proper approach of managing interpersonal relationships.
教学重难点：
Guide students to grasp the forms and functions of “-ed”as an adverbial through observation, and apply it accurately in authentic contexts;
Assist students in articulating the proper way to handle interpersonal relationships.
教学方法：
Task-based language Teaching Method
课时安排：
One period
教学过程设计：
Step Ⅰ Lead-in
Activity1 Look at the sentences and answer the questions.
a.Disappointed by his behaviour,I said all this to my best friend.
b.Approached in this way,your friendship will soon be repaired.
1.Who was disappointed in sentence (a)
What is approached in sentence (b)
2.Why does the author use -ed instead of -ing here
Activity 2 Compare them with the following sentences and answer the questions.
c.Because I was disappointed by his behaviour,I said all this to my best friend.
d.If it is approached in this way,your friendship will soon be repaired.
3.What is the difference between the two groups of sentences
4.Why does the author choose to use -ed instead of an adverbial clause in the reading passage
Suggested answers:
1.“I” was disappointed in sentence (a).
“Your friendship” is approached in sentence (b).
2.Because -ing is used when the action is done by the subject of the sentence,while -ed is used when the action is done to the subject of the sentence.Here,both “disappoint” and “approach” are actions done to the subjects.
3.Sentences (a) and (b) contain -ed as adverbial while sentences (c) and (d) contain adverbial clauses.
4.Because -ed makes the sentences shorter and sound more formal as written language.
Step Ⅱ Analysis and identification
Activity 1 Rewrite the underlined sentences with the -ed form.
Last week,Anne was attracted by a particular article in a magazine,so she bought it.Three days ago,to complete her homework quickly,she grabbed the magazine from her desk drawer and copied part of the article without thinking.Her teacher was very satisfied with her homework.Anne was praised in class,and she felt happy as well as ashamed.Then,the teacher wanted to enter her homework into a writing competition.Anne was shocked by the decision and did not know what to do.If she told the truth,the whole class would find out and accuse her of cheating.They would look down on her.If she kept silent,maybe no one would ever find out...
What should Anne do
Suggested answers:
1.Last week,attracted by a particular article in a magazine,Anne bought it.
2.Praised in class,Anne felt happy as well as ashamed.
3.Shocked by the decision,Anne did not know what to do.
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 from the top of the hill,the school looks like a big garden.
=When it is seen from the top of the hill,the school looks 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.Encouraged by the teacher,the girl was very happy.
=As she was encouraged by the teacher,the girl was very happy.
The girl,amazed at the sight,didn’t know what to say.
=Because she was amazed at the sight,didn’t know what to say.
(3)作条件状语时,可转换为once,if或unless等引导的从句。
Eg.Taken according to the directions,this painkiller has no side effect.
=If it is taken according to the directions,this painkiller has no side effect.
(4)作让步状语时,可转换为though,although或even if等引导的从句。
Eg.Left alone at home,Jenny didn’t feel afraid at all.
=Although she was left,Jenny didn’t feel afraid at all.
(5)作方式或伴随状语。
Eg.Surrounded by his students,the teacher went into 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,though,although,as if,as though,even if,if,unless,once等,构成“连词+过去分词”结构,相当于状语从句的省略,除了before和after(before和after在此用法中是介词)。
Eg.
Even if (I am) invited,I won’t take part in the party.
When (they are) exposed to light,potatoes will turn green.
After being heated (heat),water boils.
Before being interviewed (interview) for the job,you have to 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,annoyed,delighted,disappointed,embarrassed,excited,interested,moved,satisfied,shocked,exhausted,worn out等。
Eg.
Grandpa Lin,deeply moved,thanked him again and again.
Frightened,the girl didn’t dare to sleep alone in her room.
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 about my job.
(2)Faced with/ Facing difficulties,we must try to overcome them.
(3)Satisfied with what he did,the teacher praised him in class.
Activity 3 Read the plot summary and choose the correct form of the words.
Inside Out is an animated film about the five emotions of a girl called Riley:Joy,Sadness,Fear,Disgust and Anger.Influencing/Influenced mainly by Joy,most of Riley’s memories are happy ones.
Believing/Believed that she is Riley’s most important emotion,Joy always tries to take the lead.Preventing/Prevented from playing her role in Riley’s emotional development,Sadness feels annoyed.When Riley moves to a new city,she has a hard time adjusting to her new surroundings.Sadness wants to do her duty but by accident causes the loss of Riley’s happy core memories with Joy.Now separating/separated from her friends and her beloved hockey team,Riley starts to feel lost and helpless,and wants to run away from her parents and new school.Worried about her,Joy and Sadness try to work together to ensure she gets her core memories back.
Eventually,realising/realised that every emotion has a role,Joy understands it is okay for Riley to feel sad sometimes.Accepting sadness as part of life helps Riley deal with the emotional complexity of growing up,and settle down in her new life.
Suggested answers:
Influenced;Believing;Prevented;separated;realising
Activity 4 Read the tips and underline the words that describe behaviour towards others.
Suggested answers:
1.forgive;apologise 2.criticise 3.lie 4.judge;understand 5.complain
Step Ⅲ Listening
Activity 1 Saying no politely
Activity 2 Listen to three conversations and match them to the pictures.
Suggested answers:
Activity 1 略
Activity 2
Picture a:Conversation 2
Picture b:Conversation 3
Picture c:Conversation 1
Activity 3 Listen again and complete the table.
Request Refusal
1 Tina has to leave her flat 1. .She wants to stay at Kerry’s place. Kerry thinks that 2. is too long.Tina is welcome to stay for 3. .
2 Mike invites Ryan to 4. on 5. . Ryan cannot come,because he has to 6. to New York at the weekend.
3 Jane would like to see Becky’s 7. for some ideas. Becky refuses because she thinks it is better for Jane to 8. .
Suggested answers:
1.next week 2.one month 3.a few days 4.come to the party 5.Saturday 6.prepare for the trip 7.project 8.do her project by herself
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
Step Ⅳ Discussion
Work in pairs.Act out the conversation about asking for a favour and refusing politely.
Student A:Turn to Page 105.
Student B:Turn to Page 109.
□Useful expressions
Have you got a minute
Oh,you mean...
Um,not exactly...
I’m afraid...
Well,the thing is...
I think it would be better to...
I was just wondering if you could...
But maybe...
□Learning to learn
If you have to say no to a request,your refusal will sound more polite if you begin with a statement of regret,such as I’m sorry...,I’d really like to,but...Then explain why your answer is no,eg I’m really busy right now.If possible,suggest an alternative—How about next week
Step Ⅴ Homework
Activity 1 语法专练
(1) (catch) in a heavy rain,he was all wet.
(2) (determine) to be admitted into Peking University,he spared no efforts to study hard.
(3)The hunter walked slowly in the forest, (follow) by his wolf dog/ (follow) his wolf dog.
(4)Eric walked along the street, (lose) in thought/ (lose) himself in thought.
(5) (equip) with good knowledge,he has a bright future.
(6) (remind) not to miss the flight at 15:20,the manager set out for the airport in a hurry.
(7) (see) from the windows of the classroom,our school is beautiful.
(8) (see) from the top of the tower,we can see a sea of flowers at the south foot of the mountain.
(9) (devote) to her work/ (devote) herself to her work,she has no time to travel.
(10) (attract) by the beauty of nature,the girl from London decided to spend another two days on the farm.
(11)When (ask) about it,she could hardly hold back her tears.
(12)If (separate) from his best friends for a long time,the little boy will feel lonely.
(13)Though (beat) by the opposite team,the players were not discouraged.
(14)Greatly (inspire) by what he said,we are determined to study hard.
(15) (look) back on all those difficult times in the past,Ivy could not help but let out 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 (locate) 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 out) 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.followed;following 4.lost;losing 5.Equipped 6.Reminded 7.Seen 8.Seeing 9.Devoted;Devoting 10.Attracted 11.asked 12.separated 13.beaten 14.inspired 15.Looking
Activity 2
1.Influenced by him,more and more people fell in love with outdoor activities.
2.Located in Shandong Province,Mount Tai has been a famous tourist attraction.
3.Given more encouragement,the boy could have behaved better.
4.Proper amounts of exercise,(if) carried out regularly,can improve our 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
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
教学反思：
本版块包括语法部分-ed as adverbial（-ed作状语）、词汇部分、Interpersonal relationships（人际交往）和听说部分Saying no politely（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 Knowing me, Knowing you
Period 3 Developing ideas教学设计
教学目标：
By the end of this period, students will be able to:
1.Get the main idea of the text and have a better understanding of “Little White Lies”;
2.Understand the structure and stylistic features of an essay and improve your thinking skills as well as language use abilities;
3.Learn to analyse and solve problems in real life by using proper evidences to support your ideas.
教学重难点：
Master the skills of discourse analysis and appreciate the beauty of language.
教学方法：
W-P教学法，Task-based Teaching Method
Step Ⅰ Lead-in
Look at the pictures.What would you say if you were student B
Suggested answers:
B:Oh,sorry to hear that.But I did no better than you.
B:Come on.Actually you did well.I did worse than you.
B:Well,I did just so-so.
Step Ⅱ While -reading
Activity 1 Read for the main idea
Read the passage and find out the meaning of“white lies”.
Suggested answer:
White lies are little lies that we tell to protect others from the truth.
Activity 2 Read for detailed information
Complete the diagram with information from the passage.
Learning to learn
An essay usually consists of three parts:introduction,main body and conclusion.Start with an introduction that contains the aims and an overview of the essay.The main body of an essay is a series of paragraphs that explore and develop your argument.The conclusion contains a summary of your ideas—do not introduce any new material here!End your essay by linking your conclusion back to the essay title.
Suggested answers:
Introduction We know lying is wrong,so why do we tell white lies
Main body
Reason 1 To make others feel better. Example(s) Someone’s cooking a meal for us that we don’t like.The majority of us don’t tell the truth—we lie and say that the food is “delicious”. Someone’s haircut is awful,but we say “It’s great!”. Analysis Perhaps we lie to protect ourselves from the disappointment and anger of others. Reason 2 To give encouragement. Example(s) You say your friend’s singing is wonderful,despite secretly thinking that your cat can sing better. Analysis Perhaps your friend wants some frank comments from you so that they can improve. Perhaps they need to know that they should look for a different hobby. Reason 3 To protect others from bad news. Example(s) You’ve had a bad day,but you hide your tears and lie to your parents that your day was “fine”. Analysis Perhaps your parents would want to listen to you and understand your feelings.
Conclusion Even white lies may have results we cannot predict.So we should not tell lies even if they are white lies. Honesty is an important value and lying is wrong.
Think and share
Oh,what a tangled web we weave,When first we practise to deceive!
1.What does the “web” in the poem represent
2.What would you do in the situations described in the passage
3.What do you think is the difference between a lie and a white lie
4.How would you feel if you were told a white lie Share your experience with the class if this has happened to you.
Suggested answers:
1.It represents a complicated situation,in which once we tell a lie,we have to continue to tell more other lies in order to cover the previous ones.
2.Students’ own answers.
3.A lie is told to cover the truth in order to benefit yourself,which can be harmful to others.A white lie is told to avoid hurting others,without bad intention.
4.Students’ own answers.
Step Ⅲ Post-reading
Group work:Give a talk on the importance of honesty following the steps below.
Explain what honesty is.
Give reasons for the importance of being honest.
Support your reasons with examples.
End with your conclusion.
Step Ⅳ Homework
Language points and translation
1.Moreover,how you feel if you discovered that the people closest to you (hide) the truth from you
【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“would/ should/ could/ 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 more (depend) you are,the better your 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
学习目标 目标达成评价等级
A B C D
Get the main idea of the text and have a deeper understanding of the concept of “Little White Lies”;
Analyse the structure and stylistic features of an essay to enhance critical thinking skills and language proficiency;
Develop problem-solving skills and select appropriate evidence to support arguments in real-life situations.
Suggested answers:
1.would;had been hiding
(1)If I were you,I would take/seize this opportunity to participate in the competition.
(2)If I had more time,I would help you learn English.
2.independent
(1)The more you speak English,the better your English will become.
(2)The more powerful the car is,the more difficult it is to 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 Knowing me, Knowing you
Period 4 Presenting ideas教学设计
教学目标：
By the end of this period, students will be able to
1.Analysing the given passage through text analysis pattern and to finish continuation writing;
2.Plug in the feelings of “I” while making mistakes and acknowledge that the better way to solve problems is to take responsibility and learn to forgive.
教学重难点：
1..Instruct students to read the given text,complete the text analysis, and then write a continuation;
2.Guide students to understand the value of forgiveness and its impact on personal growth in relationships.
教学方法：
Task-based Language Teaching Method
教学过程设计：
Step Ⅰ Reading and thinking
Read the text and answer the questions.
1.What’s the main idea of the text
2.What will happen next and how would this story end
Forty-three years seems like a long time to remember the name of a mere friend.I have already forgotten the name of an old lady who was a customer on my paper route when I was a twelve-year-old boy in Marinette,Wisconsin back in 1954.Yet it seems like just yesterday that she taught me a lesson in forgiveness that I can only hope to pass on to someone else someday.
On a Saturday afternoon,a friend and I were throwing rocks onto the roof of the old lady’s house from a secret spot in her backyard.The object of our play was to observe how the rocks changed to missiles as they rolled to the roof’s edge and shot out into the yard like comets(彗星) falling from the sky.
I found myself a perfectly smooth rock and sent it for a ride.The stone was too smooth,however,so it slipped from my hand as I let it go and headed straight for a small window on the old lady’s back porch(走廊).At the sound of broken glass,we took off from the old lady’s yard faster than any of our missiles flew off her roof.
I was so scared about getting caught that I was concerned about the old lady with the broken porch window all the time that night.However,a few days later,when I was sure that I hadn’t been discovered,I started to feel guilty for her bad luck.She still greeted me with a smile each day when I gave her the paper,but I was no longer able to look into her eyes.
I made up my mind that I would save my paper delivery money,and in three weeks I had the seven dollars that I thought would cover the cost of her window.I put the money in an envelope with a note explaining that I was sorry for breaking her window and hoped that the seven dollars would cover the cost for repairing it.
I waited until it was dark.
_______________________________________________________________________________________________________________________________________________________________________________________________________________
The next day,I handed the old lady her paper.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Suggested answers:
1.I broke an old lady’s window and was determined to save money to cover the cost of it.
2.Students’ own answers.
Step Ⅱ Analysing the text
Activity 1 Read for elements
Read the text quickly and fill in the blanks.
Who:_____________________________________________;
What:_____________________________________________;
Where:____________________________________________;
When:_____________________________________________;
Why:______________________________________________;
How:______________________________________________;
Activity 2 Read for plots
Based on the analysis of the text,complete the table.
Tips:读故事主线(开端,发展,高潮,结局等)
How would the problem be solved
Forty-three years seems like a long time to remember the name of a mere friend.I have already forgotten the name of an old lady who was a customer on my paper route when I was a twelve-year-old boy in Marinette,Wisconsin back in 1954.Yet it seems like just yesterday that she taught me a lesson in forgiveness that I can only hope to pass on to someone else someday.
On a Saturday afternoon,a friend and I were throwing rocks onto the roof of the old lady’s house from a secret spot in her backyard.The object of our play was to observe how the rocks changed to missiles as they rolled to the roof’s edge and shot out into the yard like comets(彗星) falling from the sky.
I found myself a perfectly smooth rock and sent it for a ride.The stone was too smooth,however,so it slipped from my hand as I let it go and headed straight for a small window on the old lady’s back porch(走廊).At the sound of broken glass,we took off from the old lady’s yard faster than any of our missiles flew off her roof.(故事发生的开端背景) beginning
I was so scared about getting caught that I was concerned about the old lady with the broken porch window all the time that night.However,a few days later,when I was sure that I hadn’t been discovered,I started to feel guilty for her bad luck.She still greeted me with a smile each day when I gave her the paper,but I was no longer able to look into her eyes.
(发展:由于害怕而逃跑,之后又感到愧疚) Development
I made up my mind that I would save my paper delivery money,and in three weeks I had the seven dollars that I thought would cover the cost of her window.I put the money in an envelope with a note explaining that I was sorry for breaking her window and hoped that the seven dollars would cover the cost for 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 old lady her paper.
(结局:得到原谅) Ending
Plot Line Overview
Beginning
It goes worse when (Development)
The climax is when
How will the problem be solved (Ending)
Suggested answers:
Plot Line Overview
Beginning A friend and I were throwing rocks onto the roof of the old lady’s house and broke her window on the back porch.
It goes worse when (Development) They took off from the old lady’s yard very fast,and I was so scared about getting caught.
The climax is when I put the money in an envelope with a note explaining that I was sorry for breaking her window.
Activity 3 Read for characters
Find out more detailed description of the two main characters and complete the table.
Characters Details Personalities
I (The author)
The old lady
Characters Details Personalities
I (The author) throw,observe,found a perfectly smooth rock,expect Passionate (for exploration)
was so scared about getting caught,took off from the old lady’s yard faster (run away) Coward (get scared after making mistakes)
feel guilty Upright (behave with integrity)
made up my mind,save money,write a note,ask for forgiveness reliable,trustworthy and honest
The old lady still greeted me with a smile each day kind-hearted and good tempered
forgave me wise and merciful
Step Ⅲ Writing
Based on the text analysis,finish the continuation writing assignment.
I waited until it was dark.____________________________________________
The next day,I handed the old lady her paper._____________________________
Step Ⅳ Presentation
Exchange your writing with your partner and evaluate each other’s work based on the criteria provided in the Continuation Writing Evaluation Table.
写作评价量规
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
续 表
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)
Step Ⅴ Appreciation
I waited until it was dark.Since there were few people on the street,I walked to her yard secretly.Then I walked straight to her mailbox and put the envelope into it without any hesitation.After that,I ran out of the lady’s yard quickly being scared to be discovered.Lying on my bed,I had good night because I had taken the stone in my heart off.
The next day,I handed the old lady her paper.She said,“Boy,wait for a minute!” I was so scared but still waited for her.She went into her house and came out again with a splendid box.I looked into her eyes with great surprise,only to find her smiling as usual.I took the box from her,opened it,and found some sweets,seven dollars I gave her and a note saying “I am proud of you!”.
Step Ⅵ Homework
Polish your work based on 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。
Unit1 Knowing me, Knowing you
Period 1 Starting out&Understanding ideas
教学设计:
By the end of this period, students will be able to:
1.Observe the picture and identify the personalities of the people depicted in it;
2.Reflect on from whom you seek help when encountering challenges;
3.Identify the key structure and comprehend the main ideas of two letters;
4.Understand the unit’s theme and facilitate the cultivation of positive and appropriate connections with others.
教学重难点：
Encourage students to read independently, comprehend the key concepts, and acquire additional information in details;
Guide students to cultivate positive and appropriate interpersonal relationships with others.
教学方法：
W-P教学法， Task-based Teaching Method
教学设计：
Step Ⅰ Lead-in
Activity 1 Look at the picture
Look at the picture and describe what each person is doing.Talk about what kind of person they might be.
Suggested answers:
1.He is sitting alone.He looks disappointed.He may be a quiet person.
2.He is eager to have/eat food.He may be hungry.It seems that he loves eating.
3.He is quarrelling with another guy.He looks angry.He may be short-tempered.
4.He is talking with some people excitedly.He looks delighted.He may be friendly/outgoing.
5.She is offering cakes to a guy happily.She looks hospitable.She may be a kind girl.
6.She has broken a cup.She looks frightened.She may be a careless girl.
Activity 2 Answer the question
Question:
Who will you turn to for help when you face a problem
friends
parents
teachers
online forums
no one—you prefer to keep things to yourself
other
Suggested answers:
Students’ own answers.
Step Ⅱ While -reading
Activity 1 Read for the main idea
Read the letters and find out what kind of problems Ben has and who he turns to for help.
Activity 2 Complete the diagram
Complete the sentences with expressions from the passage.
Ben’s problems
I was disappointed with my teammate because I felt 1. by him.
I told my best friend that my teammate was to blame,just 2. .
My best friend 3. .I don’t know what to do.
Agony Aunt’s suggestions
You should 4. .You need to work together,and that means 5. and 6. .
Tell your best friend you’re angry with him for 7. and 8. ,but that you want to move on.
Don’t 9. when you’re angry.Always remember:10. .
Suggested answers:
Activity 1
Ben felt one of his teammates had disappointed the entire team,so he confided in his best friend.However,his friend ended up spreading the information to everyone else.Now Ben is at a loss for what to do and seeks advice from the Agony Aunt.
Activity 2
1.the team were let down
2.to let off steam
3.went and told everyone else what I’d said
4.apologise to your teammate
5.communicating with each other clearly
6.resolving conflicts
7.repeating what you said
8.making the situation worse
9.say too much
10.think first,speak later
Step Ⅲ Post-reading
Go through the two questions and think about them individually;and then engage in group discussion to explore them further.
Questions:
1.What do you think of Agony Aunt’s advice What other advice would you give to Ben
2.What is your understanding of the saying “Loose lips sink ships” Do you know any similar sayings in Chinese
Suggested answers:
Students’ own answers.
Step Ⅳ Homework
Please write a letter to Agony Aunt and tell her about the difficulties you have been facing recently.
Suggested answers:
Students’ own answers.
评价量规
学习目标 目标达成评价等级
A B C D
Look at the picture,and analyse the personalities of the people in it;
Reflect on who you turn to for help when encountering problems;
Identify the key structure and understand the main idea of the two letters;
Understand the unit’s theme and form positive and appropriate interpersonal relationships with others.
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 Knowing me, Knowing you
Period2 Using Language
教学目标：
By the end of this period, students will be able to:
1.Identify and summarise the forms and functions of “-ed” as an adverbial through observation and apply it correctly in different contexts and situations;
2.Comprehend the general idea of listening materials and gather specific details to complete the table;
3.Utilise phrases for making requests and refusals effectively;
4.Employ the appropriate structures from listening materials to describe the proper approach of managing interpersonal relationships.
教学重难点：
Guide students to grasp the forms and functions of “-ed”as an adverbial through observation, and apply it accurately in authentic contexts;
Assist students in articulating the proper way to handle interpersonal relationships.
教学方法：
Task-based language Teaching Method
课时安排：
One period
教学过程设计：
Step Ⅰ Lead-in
Activity1 Look at the sentences and answer the questions.
a.Disappointed by his behaviour,I said all this to my best friend.
b.Approached in this way,your friendship will soon be repaired.
1.Who was disappointed in sentence (a)
What is approached in sentence (b)
2.Why does the author use -ed instead of -ing here
Activity 2 Compare them with the following sentences and answer the questions.
c.Because I was disappointed by his behaviour,I said all this to my best friend.
d.If it is approached in this way,your friendship will soon be repaired.
3.What is the difference between the two groups of sentences
4.Why does the author choose to use -ed instead of an adverbial clause in the reading passage
Suggested answers:
1.“I” was disappointed in sentence (a).
“Your friendship” is approached in sentence (b).
2.Because -ing is used when the action is done by the subject of the sentence,while -ed is used when the action is done to the subject of the sentence.Here,both “disappoint” and “approach” are actions done to the subjects.
3.Sentences (a) and (b) contain -ed as adverbial while sentences (c) and (d) contain adverbial clauses.
4.Because -ed makes the sentences shorter and sound more formal as written language.
Step Ⅱ Analysis and identification
Activity 1 Rewrite the underlined sentences with the -ed form.
Last week,Anne was attracted by a particular article in a magazine,so she bought it.Three days ago,to complete her homework quickly,she grabbed the magazine from her desk drawer and copied part of the article without thinking.Her teacher was very satisfied with her homework.Anne was praised in class,and she felt happy as well as ashamed.Then,the teacher wanted to enter her homework into a writing competition.Anne was shocked by the decision and did not know what to do.If she told the truth,the whole class would find out and accuse her of cheating.They would look down on her.If she kept silent,maybe no one would ever find out...
What should Anne do
Suggested answers:
1.Last week,attracted by a particular article in a magazine,Anne bought it.
2.Praised in class,Anne felt happy as well as ashamed.
3.Shocked by the decision,Anne did not know what to do.
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 from the top of the hill,the school looks like a big garden.
=When it is seen from the top of the hill,the school looks 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.Encouraged by the teacher,the girl was very happy.
=As she was encouraged by the teacher,the girl was very happy.
The girl,amazed at the sight,didn’t know what to say.
=Because she was amazed at the sight,didn’t know what to say.
(3)作条件状语时,可转换为once,if或unless等引导的从句。
Eg.Taken according to the directions,this painkiller has no side effect.
=If it is taken according to the directions,this painkiller has no side effect.
(4)作让步状语时,可转换为though,although或even if等引导的从句。
Eg.Left alone at home,Jenny didn’t feel afraid at all.
=Although she was left,Jenny didn’t feel afraid at all.
(5)作方式或伴随状语。
Eg.Surrounded by his students,the teacher went into 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,though,although,as if,as though,even if,if,unless,once等,构成“连词+过去分词”结构,相当于状语从句的省略,除了before和after(before和after在此用法中是介词)。
Eg.
Even if (I am) invited,I won’t take part in the party.
When (they are) exposed to light,potatoes will turn green.
After being heated (heat),water boils.
Before being interviewed (interview) for the job,you have to 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,annoyed,delighted,disappointed,embarrassed,excited,interested,moved,satisfied,shocked,exhausted,worn out等。
Eg.
Grandpa Lin,deeply moved,thanked him again and again.
Frightened,the girl didn’t dare to sleep alone in her room.
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 about my job.
(2)Faced with/ Facing difficulties,we must try to overcome them.
(3)Satisfied with what he did,the teacher praised him in class.
Activity 3 Read the plot summary and choose the correct form of the words.
Inside Out is an animated film about the five emotions of a girl called Riley:Joy,Sadness,Fear,Disgust and Anger.Influencing/Influenced mainly by Joy,most of Riley’s memories are happy ones.
Believing/Believed that she is Riley’s most important emotion,Joy always tries to take the lead.Preventing/Prevented from playing her role in Riley’s emotional development,Sadness feels annoyed.When Riley moves to a new city,she has a hard time adjusting to her new surroundings.Sadness wants to do her duty but by accident causes the loss of Riley’s happy core memories with Joy.Now separating/separated from her friends and her beloved hockey team,Riley starts to feel lost and helpless,and wants to run away from her parents and new school.Worried about her,Joy and Sadness try to work together to ensure she gets her core memories back.
Eventually,realising/realised that every emotion has a role,Joy understands it is okay for Riley to feel sad sometimes.Accepting sadness as part of life helps Riley deal with the emotional complexity of growing up,and settle down in her new life.
Suggested answers:
Influenced;Believing;Prevented;separated;realising
Activity 4 Read the tips and underline the words that describe behaviour towards others.
Suggested answers:
1.forgive;apologise 2.criticise 3.lie 4.judge;understand 5.complain
Step Ⅲ Listening
Activity 1 Saying no politely
Activity 2 Listen to three conversations and match them to the pictures.
Suggested answers:
Activity 1 略
Activity 2
Picture a:Conversation 2
Picture b:Conversation 3
Picture c:Conversation 1
Activity 3 Listen again and complete the table.
Request Refusal
1 Tina has to leave her flat 1. .She wants to stay at Kerry’s place. Kerry thinks that 2. is too long.Tina is welcome to stay for 3. .
2 Mike invites Ryan to 4. on 5. . Ryan cannot come,because he has to 6. to New York at the weekend.
3 Jane would like to see Becky’s 7. for some ideas. Becky refuses because she thinks it is better for Jane to 8. .
Suggested answers:
1.next week 2.one month 3.a few days 4.come to the party 5.Saturday 6.prepare for the trip 7.project 8.do her project by herself
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
Step Ⅳ Discussion
Work in pairs.Act out the conversation about asking for a favour and refusing politely.
Student A:Turn to Page 105.
Student B:Turn to Page 109.
□Useful expressions
Have you got a minute
Oh,you mean...
Um,not exactly...
I’m afraid...
Well,the thing is...
I think it would be better to...
I was just wondering if you could...
But maybe...
□Learning to learn
If you have to say no to a request,your refusal will sound more polite if you begin with a statement of regret,such as I’m sorry...,I’d really like to,but...Then explain why your answer is no,eg I’m really busy right now.If possible,suggest an alternative—How about next week
Step Ⅴ Homework
Activity 1 语法专练
(1) (catch) in a heavy rain,he was all wet.
(2) (determine) to be admitted into Peking University,he spared no efforts to study hard.
(3)The hunter walked slowly in the forest, (follow) by his wolf dog/ (follow) his wolf dog.
(4)Eric walked along the street, (lose) in thought/ (lose) himself in thought.
(5) (equip) with good knowledge,he has a bright future.
(6) (remind) not to miss the flight at 15:20,the manager set out for the airport in a hurry.
(7) (see) from the windows of the classroom,our school is beautiful.
(8) (see) from the top of the tower,we can see a sea of flowers at the south foot of the mountain.
(9) (devote) to her work/ (devote) herself to her work,she has no time to travel.
(10) (attract) by the beauty of nature,the girl from London decided to spend another two days on the farm.
(11)When (ask) about it,she could hardly hold back her tears.
(12)If (separate) from his best friends for a long time,the little boy will feel lonely.
(13)Though (beat) by the opposite team,the players were not discouraged.
(14)Greatly (inspire) by what he said,we are determined to study hard.
(15) (look) back on all those difficult times in the past,Ivy could not help but let out 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 (locate) 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 out) 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.followed;following 4.lost;losing 5.Equipped 6.Reminded 7.Seen 8.Seeing 9.Devoted;Devoting 10.Attracted 11.asked 12.separated 13.beaten 14.inspired 15.Looking
Activity 2
1.Influenced by him,more and more people fell in love with outdoor activities.
2.Located in Shandong Province,Mount Tai has been a famous tourist attraction.
3.Given more encouragement,the boy could have behaved better.
4.Proper amounts of exercise,(if) carried out regularly,can improve our 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
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
教学反思：
本版块包括语法部分-ed as adverbial（-ed作状语）、词汇部分、Interpersonal relationships（人际交往）和听说部分Saying no politely（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 Knowing me, Knowing you
Period 3 Developing ideas教学设计
教学目标：
By the end of this period, students will be able to:
1.Get the main idea of the text and have a better understanding of “Little White Lies”;
2.Understand the structure and stylistic features of an essay and improve your thinking skills as well as language use abilities;
3.Learn to analyse and solve problems in real life by using proper evidences to support your ideas.
教学重难点：
Master the skills of discourse analysis and appreciate the beauty of language.
教学方法：
W-P教学法，Task-based Teaching Method
Step Ⅰ Lead-in
Look at the pictures.What would you say if you were student B
Suggested answers:
B:Oh,sorry to hear that.But I did no better than you.
B:Come on.Actually you did well.I did worse than you.
B:Well,I did just so-so.
Step Ⅱ While -reading
Activity 1 Read for the main idea
Read the passage and find out the meaning of“white lies”.
Suggested answer:
White lies are little lies that we tell to protect others from the truth.
Activity 2 Read for detailed information
Complete the diagram with information from the passage.
Learning to learn
An essay usually consists of three parts:introduction,main body and conclusion.Start with an introduction that contains the aims and an overview of the essay.The main body of an essay is a series of paragraphs that explore and develop your argument.The conclusion contains a summary of your ideas—do not introduce any new material here!End your essay by linking your conclusion back to the essay title.
Suggested answers:
Introduction We know lying is wrong,so why do we tell white lies
Main body
Reason 1 To make others feel better. Example(s) Someone’s cooking a meal for us that we don’t like.The majority of us don’t tell the truth—we lie and say that the food is “delicious”. Someone’s haircut is awful,but we say “It’s great!”. Analysis Perhaps we lie to protect ourselves from the disappointment and anger of others. Reason 2 To give encouragement. Example(s) You say your friend’s singing is wonderful,despite secretly thinking that your cat can sing better. Analysis Perhaps your friend wants some frank comments from you so that they can improve. Perhaps they need to know that they should look for a different hobby. Reason 3 To protect others from bad news. Example(s) You’ve had a bad day,but you hide your tears and lie to your parents that your day was “fine”. Analysis Perhaps your parents would want to listen to you and understand your feelings.
Conclusion Even white lies may have results we cannot predict.So we should not tell lies even if they are white lies. Honesty is an important value and lying is wrong.
Think and share
Oh,what a tangled web we weave,When first we practise to deceive!
1.What does the “web” in the poem represent
2.What would you do in the situations described in the passage
3.What do you think is the difference between a lie and a white lie
4.How would you feel if you were told a white lie Share your experience with the class if this has happened to you.
Suggested answers:
1.It represents a complicated situation,in which once we tell a lie,we have to continue to tell more other lies in order to cover the previous ones.
2.Students’ own answers.
3.A lie is told to cover the truth in order to benefit yourself,which can be harmful to others.A white lie is told to avoid hurting others,without bad intention.
4.Students’ own answers.
Step Ⅲ Post-reading
Group work:Give a talk on the importance of honesty following the steps below.
Explain what honesty is.
Give reasons for the importance of being honest.
Support your reasons with examples.
End with your conclusion.
Step Ⅳ Homework
Language points and translation
1.Moreover,how you feel if you discovered that the people closest to you (hide) the truth from you
【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“would/ should/ could/ 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 more (depend) you are,the better your 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
学习目标 目标达成评价等级
A B C D
Get the main idea of the text and have a deeper understanding of the concept of “Little White Lies”;
Analyse the structure and stylistic features of an essay to enhance critical thinking skills and language proficiency;
Develop problem-solving skills and select appropriate evidence to support arguments in real-life situations.
Suggested answers:
1.would;had been hiding
(1)If I were you,I would take/seize this opportunity to participate in the competition.
(2)If I had more time,I would help you learn English.
2.independent
(1)The more you speak English,the better your English will become.
(2)The more powerful the car is,the more difficult it is to 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 Knowing me, Knowing you
Period 4 Presenting ideas教学设计
教学目标：
By the end of this period, students will be able to
1.Analysing the given passage through text analysis pattern and to finish continuation writing;
2.Plug in the feelings of “I” while making mistakes and acknowledge that the better way to solve problems is to take responsibility and learn to forgive.
教学重难点：
1..Instruct students to read the given text,complete the text analysis, and then write a continuation;
2.Guide students to understand the value of forgiveness and its impact on personal growth in relationships.
教学方法：
Task-based Language Teaching Method
教学过程设计：
Step Ⅰ Reading and thinking
Read the text and answer the questions.
1.What’s the main idea of the text
2.What will happen next and how would this story end
Forty-three years seems like a long time to remember the name of a mere friend.I have already forgotten the name of an old lady who was a customer on my paper route when I was a twelve-year-old boy in Marinette,Wisconsin back in 1954.Yet it seems like just yesterday that she taught me a lesson in forgiveness that I can only hope to pass on to someone else someday.
On a Saturday afternoon,a friend and I were throwing rocks onto the roof of the old lady’s house from a secret spot in her backyard.The object of our play was to observe how the rocks changed to missiles as they rolled to the roof’s edge and shot out into the yard like comets(彗星) falling from the sky.
I found myself a perfectly smooth rock and sent it for a ride.The stone was too smooth,however,so it slipped from my hand as I let it go and headed straight for a small window on the old lady’s back porch(走廊).At the sound of broken glass,we took off from the old lady’s yard faster than any of our missiles flew off her roof.
I was so scared about getting caught that I was concerned about the old lady with the broken porch window all the time that night.However,a few days later,when I was sure that I hadn’t been discovered,I started to feel guilty for her bad luck.She still greeted me with a smile each day when I gave her the paper,but I was no longer able to look into her eyes.
I made up my mind that I would save my paper delivery money,and in three weeks I had the seven dollars that I thought would cover the cost of her window.I put the money in an envelope with a note explaining that I was sorry for breaking her window and hoped that the seven dollars would cover the cost for repairing it.
I waited until it was dark.
_______________________________________________________________________________________________________________________________________________________________________________________________________________
The next day,I handed the old lady her paper.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Suggested answers:
1.I broke an old lady’s window and was determined to save money to cover the cost of it.
2.Students’ own answers.
Step Ⅱ Analysing the text
Activity 1 Read for elements
Read the text quickly and fill in the blanks.
Who:_____________________________________________;
What:_____________________________________________;
Where:____________________________________________;
When:_____________________________________________;
Why:______________________________________________;
How:______________________________________________;
Activity 2 Read for plots
Based on the analysis of the text,complete the table.
Tips:读故事主线(开端,发展,高潮,结局等)
How would the problem be solved
Forty-three years seems like a long time to remember the name of a mere friend.I have already forgotten the name of an old lady who was a customer on my paper route when I was a twelve-year-old boy in Marinette,Wisconsin back in 1954.Yet it seems like just yesterday that she taught me a lesson in forgiveness that I can only hope to pass on to someone else someday.
On a Saturday afternoon,a friend and I were throwing rocks onto the roof of the old lady’s house from a secret spot in her backyard.The object of our play was to observe how the rocks changed to missiles as they rolled to the roof’s edge and shot out into the yard like comets(彗星) falling from the sky.
I found myself a perfectly smooth rock and sent it for a ride.The stone was too smooth,however,so it slipped from my hand as I let it go and headed straight for a small window on the old lady’s back porch(走廊).At the sound of broken glass,we took off from the old lady’s yard faster than any of our missiles flew off her roof.(故事发生的开端背景) beginning
I was so scared about getting caught that I was concerned about the old lady with the broken porch window all the time that night.However,a few days later,when I was sure that I hadn’t been discovered,I started to feel guilty for her bad luck.She still greeted me with a smile each day when I gave her the paper,but I was no longer able to look into her eyes.
(发展:由于害怕而逃跑,之后又感到愧疚) Development
I made up my mind that I would save my paper delivery money,and in three weeks I had the seven dollars that I thought would cover the cost of her window.I put the money in an envelope with a note explaining that I was sorry for breaking her window and hoped that the seven dollars would cover the cost for 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 old lady her paper.
(结局:得到原谅) Ending
Plot Line Overview
Beginning
It goes worse when (Development)
The climax is when
How will the problem be solved (Ending)
Suggested answers:
Plot Line Overview
Beginning A friend and I were throwing rocks onto the roof of the old lady’s house and broke her window on the back porch.
It goes worse when (Development) They took off from the old lady’s yard very fast,and I was so scared about getting caught.
The climax is when I put the money in an envelope with a note explaining that I was sorry for breaking her window.
Activity 3 Read for characters
Find out more detailed description of the two main characters and complete the table.
Characters Details Personalities
I (The author)
The old lady
Characters Details Personalities
I (The author) throw,observe,found a perfectly smooth rock,expect Passionate (for exploration)
was so scared about getting caught,took off from the old lady’s yard faster (run away) Coward (get scared after making mistakes)
feel guilty Upright (behave with integrity)
made up my mind,save money,write a note,ask for forgiveness reliable,trustworthy and honest
The old lady still greeted me with a smile each day kind-hearted and good tempered
forgave me wise and merciful
Step Ⅲ Writing
Based on the text analysis,finish the continuation writing assignment.
I waited until it was dark.____________________________________________
The next day,I handed the old lady her paper._____________________________
Step Ⅳ Presentation
Exchange your writing with your partner and evaluate each other’s work based on the criteria provided in the Continuation Writing Evaluation Table.
写作评价量规
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
续 表
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)
Step Ⅴ Appreciation
I waited until it was dark.Since there were few people on the street,I walked to her yard secretly.Then I walked straight to her mailbox and put the envelope into it without any hesitation.After that,I ran out of the lady’s yard quickly being scared to be discovered.Lying on my bed,I had good night because I had taken the stone in my heart off.
The next day,I handed the old lady her paper.She said,“Boy,wait for a minute!” I was so scared but still waited for her.She went into her house and came out again with a splendid box.I looked into her eyes with great surprise,only to find her smiling as usual.I took the box from her,opened it,and found some sweets,seven dollars I gave her and a note saying “I am proud of you!”.
Step Ⅵ Homework
Polish your work based on 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。