Unit1Knowingmeknowingyou单元导学案-高中英语

新外研社版高中英语必修三Unit1Knowingme,Knowingyou整单元学案Startingout&Understandingideas学案设计学习目标:1.Watchavideoandextractkeyinformationfromit;2.Reflectonthequestionsthatyoufindchallengingtoovere;3.Identifythekeystructureandsummarisethetwoletters;4.Enhancecriticalthinkingskillsandconsideralternativesuggestions.StepⅠLeadinActivity1WatchavideoWatchthevideoandanswerthequestions.1.Whatdothethreeconversationshaveinmon?___________________________________________________2.Whatwouldyoudoinsimilarsituations?___________________________________________________Activity2DiscussionLookattheproblemsyoumayfaceatschool.Discusswhichyouthinkisthemostdifficulttoovereandwhy.•badperformanceinasubject•pressuretolookgood•conflictwithclassmates•difficultiesfittinginwithothersStepⅡWhilereadingActivity1ReadforthemainideaChoosethebestsummaryoftheletters.Activity2Languagepointsandtranslation1.Embarrassedandashamed,Ican’tconcentrateonanything.【翻译】我既尴尬又羞愧,做什么事都无法集中精力。【解析】在本句中,embarrassedandashamed为形容词作状语表示主语的状态。形容词作状语通常用于说明主语的情况,表示主语的状态、性质、特征等。此时,形容词可位于句首、句末或句中,通常和句子其他部分用逗号分开。【活学活用】(1)因为对一切充满好奇,所以我们四处张望。_____________________________________________________(2)我们平安无恙地返回家中。_____________________________________________________(3)出于畏惧困难,他们选择走捷径。_____________________________________________________(4)他第一个到达终点,筋疲力尽,上气不接下气。_____________________________________________________2.Tellyourfriendyou’reangrywithhimforrepeatingwhatyousaidandmakingthesituationworse,butthatyouwanttomoveon.【翻译】告诉你的朋友,他传话的行为让情况更糟糕了,你对此很生气,但你想让事情就此过去。【解析】本句是一个祈使句。其中but连接了两个宾语从句,在第一个宾语从句中省略了连接词that但需注意在but连接的第二个宾语从句中that不可以省略。当一个句子中有两个或两个以上并列的宾语从句时,引导第一个宾语从句的that可以省略,但引导第二个及以后几个宾语从句的that不能省略。【活学活用】(1)那个小伙子告诉我们他来自一个山村,他想在城里找份工作。______________________________________________________(2)从他的信中我们得知船沉了,只有几个水手幸存下来。______________________________________________________(3)他告诉我他得离开,但很快就回来。______________________________________________________3.Ifyouthinkaboutotherpeople’sfeelingsaswellasyourown,you’llsoonfindeverythingworksout.【翻译】如果你能在考虑自己感受的同时也考虑别人的感受,很快你就会发现情况将逐渐好转。【解析】workout:计算出;计划,思考;制定;解决;找到……的答案;成功地发展;健身、锻炼【活学活用】(1)我正在尽力算出我每月的开销。_______________________________________________________(2)训练有素的体育老师能帮你制定一套训练计划,使你保持活力。________________________________________________________(3)我一周去一次体育馆锻炼身体。________________________________________________________StepⅢPostreadingGothroughthequestionsandthinkaboutthemindividually;thenengageingroupdiscussiontoexplorethemfurther.Questions:1.WhatdoyouthinkofAgonyAunt’sadvice?2.WhatotheradvicewouldyougivetoBen?StepⅣHomework课文语法填空,在空白处填入1个适当的单词或括号内单词的正确形式。Benisinanawkwardsituationandheturns1.AgonyAuntforhelp.Bensaidthathebecameverymadbecausehisschoolbasketballteamlostamatch.Hethoughtthattheirpointguardshouldberesponsibleforit.ThenBentoldthattohisbestfriend,2.,however,toldeveryonewhathehadsaid.Heisinatotalmessnow,3.(hope)AgonyAuntcanhelphimout.

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

评价量规学习目标目标达成评价等级ABCDWatchavideoandextractkeyinformationfromit;Reflectonthequestionsthatyoufindchallengingtoovere;Identifythekeystructureandsummarisethetwoletters;Enhancecriticalthinkingskillsandconsideralternativesuggestions.参考答案StepⅠLeadinActivity11.Theyareallaboutimpolitebehavioursindailylife.2.Inthefirstsituation,IwouldthankPerson2forhishelpwithoutplaining.Inthesecondsituation,IwouldlistentoPerson1patientlywithoutinterrupting.Inthethirdsituation,IwouldthankPerson2forthepresentsincerelywithoutaskinghowmuchitis.Activity2Students’ownanswers.StepⅡWhilereadingActivity14Activity21.(1)Curiousabouteverything,welookedaround.(2)Wearrivedhomesafeandsound.(3)Afraidofdifficulties,theychosetotakeashortcut.(4)Hewasthefirsttoreachthefinishline,wornout/exhaustedandbreathless.2.(1)Theguytoldus(that)hewasfromamountainvillageandthathewantedtofindajobintown.(2)Fromhisletter,welearnt(that)theshipsankandthatonlyseveralsailorssurvived.(3)Hetoldmehehadtoleavebutthathewouldebacksoon.3.(1)I’mjusttryingbesttoworkoutmymonthlyexpenses.(2)Awelltrainedsportsteachercanhelpyou(to)workoutatrainingplantokeepyouenergized.(3)Igotothegymonceaweektoworkout.StepⅢPostreadingStudents’ownanswers.StepⅣHomework1.to2.who3.hoping4.strategies5.toapologise6municating7.that8.Approached9.behaviour10.angryUsingLanguage学案设计学习目标1.Identifyandsummarisetheformsandfunctionsof“ed”asanadverbialthroughobservationandapplyitcorrectlyindifferentcontextsandsituations;2prehendthegeneralideaoflisteningmaterialsandgatherspecificdetailstopletethetable;3.Utilisephrasesformakingrequestsandrefusalseffectively;4.Employtheappropriatestructuresfromlisteningmaterialstodescribetheproperapproachofmanaginginterpersonalrelationships.StepⅠLeadinActivity1Lookatthesentencesandanswerthequestions.a.Disappointedbyhisbehaviour,Isaidallthistomybestfriend.b.Approachedinthisway,yourfriendshipwillsoonberepaired.1.Whowasdisappointedinsentence(a)?Whatisapproachedinsentence(b)?2.Whydoestheauthoruseedinsteadofinghere?Activity2parethemwiththefollowingsentencesandanswerthequestions.c.BecauseIwasdisappointedbyhisbehaviour,Isaidallthistomybestfriend.d.Ifitisapproachedinthisway,yourfriendshipwillsoonberepaired.3.Whatisthedifferencebetweenthetwogroupsofsentences?4.Whydoestheauthorchoosetouseedinsteadofanadverbialclauseinthereadingpassage?StepⅡAnalysisandidentificationActivity1Rewritetheunderlinedsentenceswiththeedform.Lastweek,Annewasattractedbyaparticulararticleinamagazine,sosheboughtit.Threedaysago,topleteherhomeworkquickly,shegrabbedthemagazinefromherdeskdrawerandcopiedpartofthearticlewithoutthinking.Herteacherwasverysatisfiedwithherhomework.Annewaspraisedinclass,andshefelthappyaswellasashamed.Then,theteacherwantedtoenterherhomeworkintoawritingpetition.Annewasshockedbythedecisionanddidnotknowwhattodo.Ifshetoldthetruth,thewholeclasswouldfindoutandaccuseherofcheating.Theywouldlookdownonher.Ifshekeptsilent,maybenoonewouldeverfindout...?

WhatshouldAnnedo?Activity2Fillintheblanks.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.Seenfromthetopofthehill,theschoollookslikeabiggarden.=Whenitisseenfromthetopofthehill,theschoollookslikeabiggarden.(2)作原因状语时,可转换为because,as或since等引导的从句。Eg.Encouragedbytheteacher,thegirlwasveryhappy.=Asshewasencouragedbytheteacher,thegirlwasveryhappy.Thegirl,amazedatthesight,didn’tknowwhattosay.=Becauseshewasamazedatthesight,didn’tknowwhattosay.(3)作条件状语时,可转换为once,if或unless等引导的从句。Eg.Takenaccordingtothedirections,thispainkillerhasnosideeffect.=Ifitistakenaccordingtothedirections,thispainkillerhasnosideeffect.(4)作让步状语时,可转换为though,although或evenif等引导的从句。Eg.Leftaloneathome,Jennydidn’tfeelafraidatall.=Althoughshewasleft,Jennydidn’tfeelafraidatall.(5)作方式或伴随状语。Eg.Surroundedbyhisstudents,theteacherwentintothelab.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,asif,asthough,evenif,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.•Evenif(Iam)invited,Iwon’ttakepartintheparty.•When(theyare)exposedtolight,potatoeswillturngreen.•Afterbeingheated(heat),waterboils.•Beforebeinginterviewed(interview)forthejob,youhavetotakealanguagetest.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,wornout等。Eg.•GrandpaLin,deeplymoved,thankedhimagainandagain.•Frightened,thegirldidn’tdaretosleepaloneinherroom.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。Activity3Readtheplotsummaryandchoosethecorrectformofthewords.InsideOutisananimatedfilmaboutthefiveemotionsofagirlcalledRiley:Joy,Sadness,Fear,DisgustandAnger.Influencing/InfluencedmainlybyJoy,mostofRiley’smemoriesarehappyones.Believing/BelievedthatsheisRiley’smostimportantemotion,Joyalwaystriestotakethelead.Preventing/PreventedfromplayingherroleinRiley’semotionaldevelopment,Sadnessfeelsannoyed.WhenRileymovestoanewcity,shehasahardtimeadjustingtohernewsurroundings.SadnesswantstodoherdutybutbyaccidentcausesthelossofRiley’shappycorememorieswithJoy.Nowseparating/separatedfromherfriendsandherbelovedhockeyteam,Rileystartstofeellostandhelpless,andwantstorunawayfromherparentsandnewschool.Worriedabouther,JoyandSadnesstrytoworktogethertoensureshegetshercorememoriesback.Eventually,realising/realisedthateveryemotionhasarole,JoyunderstandsitisokayforRileytofeelsadsometimes.AcceptingsadnessaspartoflifehelpsRileydealwiththeemotionalplexityofgrowingup,andsettledowninhernewlife.Activity4Readthetipsandunderlinethewordsthatdescribebehaviourtowardsothers.StepⅢListeningActivity1SayingnopolitelyActivity2Listentothreeconversationsandmatchthemtothepictures.Activity3Listenagainandpletethetable.RequestRefusal1Tinahastoleaveherflat1..ShewantstostayatKerry’splace.

Kerrythinksthat2.istoolong.Tinaisweletostayfor3..

2MikeinvitesRyanto4.on5..

Ryancannote,becausehehasto6.toNewYorkattheweekend.

3JanewouldliketoseeBecky’s7.forsomeideas.

BeckyrefusesbecauseshethinksitisbetterforJaneto8..

听力评价量规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StepⅣDiscussionWorkinpairs.Actouttheconversationaboutaskingforafavourandrefusingpolitely.StudentA:TurntoPage105.StudentB:TurntoPage109.Usefulexpressions•Haveyougotaminute?•Oh,youmean...?•Um,notexactly...•I’mafraid...•Well,thethingis...•Ithinkitwouldbebetterto...•Iwasjustwonderingifyoucould...•Butmaybe...LearningtolearnIfyouhavetosaynotoarequest,yourrefusalwillsoundmorepoliteifyoubeginwithastatementofregret,suchasI’msorry...,I’dreallyliketo,but...Thenexplainwhyyouranswerisno,egI’mreallybusyrightnow.Ifpossible,suggestanalternative—Howaboutnextweek?StepⅤHomeworkActivity1语法专练(1)(catch)inaheavyrain,hewasallwet.

(2) (determine)tobeadmittedintoPekingUniversity,hesparednoeffortstostudyhard.

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

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

(5)(equip)withgoodknowledge,hehasabrightfuture.

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

(7)(see)fromthewindowsoftheclassroom,ourschoolisbeautiful.

(8)(see)fromthetopofthetower,wecanseeaseaofflowersatthesouthfootofthemountain.

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

(10)(attract)bythebeautyofnature,thegirlfromLondondecidedtospendanothertwodaysonthefarm.

(11)When(ask)aboutit,shecouldhardlyholdbackhertears.

(12)If(separate)fromhisbestfriendsforalongtime,thelittleboywillfeellonely.

(13)Though(beat)bytheoppositeteam,theplayerswerenotdiscouraged.

(14)Greatly(inspire)bywhathesaid,wearedeterminedtostudyhard.

(15)(look)backonallthosedifficulttimesinthepast,Ivycouldnothelpbutletoutasigh.

Activity2翻译句子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(carryout)适量运动的话,我们的健康状况可以得到改善。StepⅥ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参考答案StepⅠLeadin1.“I”wasdisappointedinsentence(a).“Yourfriendship”isapproachedinsentence(b).2.Becauseingisusedwhentheactionisdonebythesubjectofthesentence,whileedisusedwhentheactionisdonetothesubjectofthesentence.Here,both“disappoint”and“approach”areactionsdonetothesubjects.3.Sentences(a)and(b)containedasadverbialwhilesentences(c)and(d)containadverbialclauses.4.Becauseedmakesthesentencesshorterandsoundmoreformalaswrittenlanguage.StepⅡAnalysisandidentificationActivity11.Lastweek,attractedbyaparticulararticleinamagazine,Anneboughtit.2.Praisedinclass,Annefelthappyaswellasashamed.3.Shockedbythedecision,Annedidnotknowwhattodo.Activity2(1)Seatedatthetable,myfatherandIweretalkingaboutmyjob.(2)Facedwith/Facingdifficulties,wemusttrytooverethem.(3)Satisfiedwithwhathedid,theteacherpraisedhiminclass.Activity3Influenced;Believing;Prevented;separated;realisingActivity41.forgive;apologise2.criticise3.lie4.judge;understand5plainStepⅢListeningActivity1略Activity2Picturea:Conversation2Pictureb:Conversation3Picturec:Conversation1Activity31.nextweek2.onemonth3.afewdays4etotheparty5.Saturday6.preparefortheject8.doherprojectbyherselfStepⅣDiscussion略StepⅤHomeworkActivity11.Caught2.Determined3.followed;following4.lost;losing5.Equipped6.Reminded7.Seen8.Seeing9.Devoted;Devoting10.Attracted11.asked12.separated13.beaten14.inspired15.LookingActivity21.Influencedbyhim,moreandmorepeoplefellinlovewithoutdooractivities.2.LocatedinShandongProvince,MountTaihasbeenafamoustouristattraction.3.Givenmoreencouragement,theboycouldhavebehavedbetter.4.Properamountsofexercise,(if)carriedoutregularly,canimproveourhealth.Developingideas学案设计学习目标1.Getthemainideaofthetextandhaveabetterunderstandingof“LittleWhiteLies”;2.Understandthestructureandstylisticfeaturesofanessayandimproveyourthinkingskillsaswellaslanguageuseabilities;3.Learntoanalyseandsolveproblemsinreallifebyusingproperevidencestosupportyourideas.StepⅠLeadinLookatthepictures.WhatwouldyousayifyouwerestudentB?StepⅡWhilereadingActivity1ReadforthemainideaReadthepassageandfindoutthemeaningof“whitelies”.Activity2Readfordetailedinformationpletethediagramwithinformationfromthepassage.LearningtolearnAnessayusuallyconsistsofthreeparts:introduction,mainbodyandconclusion.Startwithanintroductionthatcontainstheaimsandanoverviewoftheessay.Themainbodyofanessayisaseriesofparagraphsthatexploreanddevelopyourargument.Theconclusioncontainsasummaryofyourideas—donotintroduceanynewmaterialhere!Endyouressaybylinkingyourconclusionbacktotheessaytitle.Activity3ThinkandshareOh,whatatangledwebweweave,Whenfirstwepractisetodeceive!1.Whatdoesthe“web”inthepoemrepresent?2.Whatwouldyoudointhesituationsdescribedinthepassage?3.Whatdoyouthinkisthedifferencebetweenalieandawhitelie?4.Howwouldyoufeelifyouweretoldawhitelie?Shareyourexperiencewiththeclassifthishashappenedtoyou.StepⅢPostreadingGroupwork:Giveatalkontheimportanceofhonestyfollowingthestepsbelow.•Explainwhathonestyis.•Givereasonsfortheimportanceofbeinghonest.•Supportyourreasonswithexamples.•Endwithyourconclusion.StepⅣHomeworkLanguagepointsandtranslation1.Moreover,howyoufeelifyoudiscoveredthatthepeopleclosesttoyou(hide)thetruthfromyou?

【翻译】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.Themore(depend)youare,thebetteryourlifewillbe.

【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)。StepⅤ评价量规学习目标目标达成评价等级ABCDGetthemainideaofthetextandhaveadeeperunderstandingoftheconceptof“LittleWhiteLies”;Analysethestructureandstylisticfeaturesofanessaytoenhancecriticalthinkingskillsandlanguageproficiency;Developproblemsolvingskillsandselectappropriateevidencetosupportargumentsinreallifesituations.参考答案StepⅠLeadinB:Oh,sorrytohearthat.ButIdidnobetterthanyou.B:eon.Actuallyyoudidwell.Ididworsethanyou.B:Well,Ididjustsoso.StepⅡWhilereadingActivity1Whiteliesarelittleliesthatwetelltoprotectothersfromthetruth.Activity2IntroductionWeknowlyingiswrong,sowhydowetellwhitelies?MainbodyReason1Tomakeothersfeelbetter.Example(s)Someone’scookingamealforusthatwedon’tlike.Themajorityofusdon’ttellthetruth—welieandsaythatthefoodis“delicious”.Someone’shaircutisawful,butwesay“It’sgreat!”.AnalysisPerhapswelietoprotectourselvesfromthedisappointmentandangerofothers.Reason2Togiveencouragement.Example(s)Yousayyourfriend’ssingingiswonderful,despitesecretlythinkingthatyourcatcansingbetter.AnalysisPerhapsyourfriendwantssomefrankmentsfromyousothattheycanimprove.Perhapstheyneedtoknowthattheyshouldlookforadifferenthobby.Reason3Toprotectothersfrombadnews.Example(s)You’vehadabadday,butyouhideyourtearsandlietoyourparentsthatyourdaywas“fine”.AnalysisPerhapsyourparentswouldwanttolistentoyouandunderstandyourfeelings.ConclusionEvenwhiteliesmayhaveresultswecannotpredict.Soweshouldnottelllieseveniftheyarewhitelies.Honestyisanimportantvalueandlyingiswrong.Activity31.Itrepresentsaplicatedsituation,inwhichoncewetellalie,wehavetocontinuetotellmoreotherliesinordertocoverthepreviousones.2.Students’ownanswers.3.Alieistoldtocoverthetruthinordertobenefityourself,whichcanbeharmfultoothers.Awhitelieistoldtoavoidhurtingothers,withoutbadintention.4.Students’ownanswers.StepⅢPostreading略StepⅣHomework1.would;hadbeenhiding(1)IfIwereyou,Iwouldtake/seizethisopportunitytoparticipateinthepetition.(2)IfIhadmoretime,IwouldhelpyoulearnEnglish.2.independent(1)ThemoreyouspeakEnglish,thebetteryourEnglishwillbee.(2)Themorepowerfulthecaris,themoredifficultitistohandle.Presentingideas学案设计学习目标1.Analysingthegivenpassagethroughtextanalysispatternandtofinishcontinuationwriting;2.Pluginthefeelingsof“I”whilemakingmistakesandacknowledgethatthebetterwaytosolveproblemsistotakeresponsibilityandlearntoforgive.StepⅠReadingandthinkingReadthetextandanswerthequestions.1.What’sthemainideaofthetext?2.Whatwillhappennextandhowwouldthisstoryend?Fortythreeyearsseemslikealongtimetorememberthenameofamerefriend.IhavealreadyforgottenthenameofanoldladywhowasacustomeronmypaperroutewhenIwasatwelveyearoldboyinMarinette,Wisconsinbackin1954.YetitseemslikejustyesterdaythatshetaughtmealessoninforgivenessthatIcanonlyhopetopassontosomeoneelsesomeday.OnaSaturdayafternoon,afriendandIwerethrowingrocksontotheroofoftheoldlady’shousefromasecretspotinherbackyard.Theobjectofourplaywastoobservehowtherockschangedtomissilesastheyrolledtotheroof’sedgeandshotoutintotheyardlikeets(彗星)fallingfromthesky.Ifoundmyselfaperfectlysmoothrockandsentitforaride.Thestonewastoosmooth,however,soitslippedfrommyhandasIletitgoandheadedstraightforasmallwindowontheoldlady’sbackporch(走廊).Atthesoundofbrokenglass,wetookofffromtheoldlady’syardfasterthananyofourmissilesflewoffherroof.IwassoscaredaboutgettingcaughtthatIwasconcernedabouttheoldladywiththebrokenporchwindowallthetimethatnight.However,afewdayslater,whenIwassurethatIhadn’tbeendiscovered,Istartedtofeelguiltyforherbadluck.ShestillgreetedmewithasmileeachdaywhenIgaveherthepaper,butIwasnolongerabletolookintohereyes.ImadeupmymindthatIwouldsavemypaperdeliverymoney,andinthreeweeksIhadthesevendollarsthatIthoughtwouldcoverthecostofherwindow.IputthemoneyinanenvelopewithanoteexplainingthatIwassorryforbreakingherwindowandhopedthatthesevendollarswouldcoverthecostforrepairingit.Iwaiteduntilitwasdark.

Thenextday,Ihandedtheoldladyherpaper.

StepⅡAnalysingthetextActivity1ReadforelementsReadthetextquicklyandfillintheblanks.Who:;

What:;

Where:;

When:;

Why:;

How:;

Activity2ReadforplotsBasedontheanalysisofthetext,pletethetable.Tips:读故事主线(开端,发展,高潮,结局等)Howwouldtheproblembesolved?Fortythreeyearsseemslikealongtimetorememberthenameofamerefriend.IhavealreadyforgottenthenameofanoldladywhowasacustomeronmypaperroutewhenIwasatwelveyearoldboyinMarinette,Wisconsinbackin1954.YetitseemslikejustyesterdaythatshetaughtmealessoninforgivenessthatIcanonlyhopetopassontosomeoneelsesomeday.OnaSaturdayafternoon,afriendandIwerethrowingrocksontotheroofoftheoldlady’shousefromasecretspotinherbackyard.Theobjectofourplaywastoobservehowtherockschangedtomissilesastheyrolledtotheroof’sedgeandshotoutintotheyardlikeets(彗星)fallingfromthesky.Ifoundmyselfaperfectlysmoothrockandsentitforaride.Thestonewastoosmooth,however,soitslippedfrommyhandasIletitgoandheadedstraightforasmallwindowontheoldlady’sbackporch(走廊).Atthesoundofbrokenglass,wetookofffromtheoldlady’syardfasterthananyofourmissilesflewoffherroof.(故事发生的开端背景)⇒beginningIwassoscaredaboutgettingcaughtthatIwasconcernedabouttheoldladywiththebrokenporchwindowallthetimethatnight.However,afewdayslater,whenIwassurethatIhadn’tbeendiscovered,Istartedtofeelguiltyforherbadluck.ShestillgreetedmewithasmileeachdaywhenIgaveherthepaper,butIwasnolongerabletolookintohereyes.

(发展:由于害怕而逃跑,之后又感到愧疚)⇒DevelopmentImadeupmymindthatIwouldsavemypaperdeliverymoney,andinthreeweeksIhadthesevendollarsthatIthoughtwouldcoverthecostofherwindow.IputthemoneyinanenvelopewithanoteexplainingthatIwassorryforbreakingherwindowandhopedthatthesevendollarswouldcoverthecostforrepairingit.

(高潮:攒钱修玻璃并写信道歉)⇒ClimaxParagraph1:Iwaiteduntilitwasdark.

Paragraph2:Thenextday,Ihandedtheoldladyherpaper.

(结局:得到原谅)⇒EndingPlotLineOverviewBeginningItgoesworsewhen(Development)TheclimaxiswhenHowwilltheproblembesolved?(Ending)Activity3ReadforcharactersFindoutmoredetaileddescriptionofthetwomaincharactersandpletethetable.CharactersDetailsPersonalitiesI(Theauthor)TheoldladyStepⅢWritingBasedonthetextanalysis,finishthecontinuationwritingassignment.Iwaiteduntilitwasdark.

Thenextday,Ihandedtheoldladyherpaper.

StepⅣPresentationExchangeyourwritingwithyourpartnerandevaluateeachother’sworkbasedonthecriteriaprovidedintheContinuationWritingEvaluationTable.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61.2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23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61.2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