外研社高中英语Unit1knowingmeknowingyou单元教学设计

新外研社版高中英语必修三Unit1Knowingme,KnowingyouPeriod1Startingout&Understandingideas教学设计:Bytheendofthisperiod,studentswillbeableto:1.Observethepictureandidentifythepersonalitiesofthepeopledepictedinit;2.Reflectonfromwhomyouseekhelpwhenencounteringchallenges;3.Identifythekeystructureandprehendthemainideasoftwoletters;4.Understandtheunit’sthemeandfacilitatethecultivationofpositiveandappropriateconnectionswithothers.教学重难点：Encouragestudentstoreadindependently,prehendthekeyconcepts,andacquireadditionalinformationindetails;Guidestudentstocultivatepositiveandappropriateinterpersonalrelationshipswithothers.教学方法：WP教学法，TaskbasedTeachingMethod教学设计：StepⅠLeadinActivity1LookatthepictureLookatthepictureanddescribewhateachpersonisdoing.Talkaboutwhatkindofpersontheymightbe.Suggestedanswers:1.Heissittingalone.Helooksdisappointed.Hemaybeaquietperson.2.Heiseagertohave/eatfood.Hemaybehungry.Itseemsthatheloveseating.3.Heisquarrellingwithanotherguy.Helooksangry.Hemaybeshorttempered.4.Heistalkingwithsomepeopleexcitedly.Helooksdelighted.Hemaybefriendly/outgoing.5.Sheisofferingcakestoaguyhappily.Shelookshospitable.Shemaybeakindgirl.6.Shehasbrokenacup.Shelooksfrightened.Shemaybeacarelessgirl.Activity2AnswerthequestionQuestion:Whowillyouturntoforhelpwhenyoufaceaproblem?•friends•parents•teachers•onlineforums•noone—youprefertokeepthingstoyourself•other

Suggestedanswers:Students’ownanswers.StepⅡWhilereadingActivity1ReadforthemainideaReadthelettersandfindoutwhatkindofproblemsBenhasandwhoheturnstoforhelp.Activity2pletethediagrampletethesentenceswithexpressionsfromthepassage.Ben’sproblems•IwasdisappointedwithmyteammatebecauseIfelt1.byhim.

•Itoldmybestfriendthatmyteammatewastoblame,just2..

•Mybestfriend3..Idon’tknowwhattodo.

AgonyAunt’ssuggestions•Youshould4..Youneedtoworktogether,andthatmeans5.and6..

•Tellyourbestfriendyou’reangrywithhimfor7.and8.,butthatyouwanttomoveon.

•Don’t9.whenyou’reangry.Alwaysremember:10..

Suggestedanswers:Activity1Benfeltoneofhisteammateshaddisappointedtheentireteam,soheconfidedinhisbestfriend.However,hisfriendendedupspreadingtheinformationtoeveryoneelse.NowBenisatalossforwhattodoandseeksadvicefromtheAgonyAunt.Activity21.theteamwereletdown2.toletoffsteam3.wentandtoldeveryoneelsewhatI’dsaid4.apologisetoyourteammate5municatingwitheachotherclearly6.resolvingconflicts7.repeatingwhatyousaid8.makingthesituationworse9.saytoomuch10.thinkfirst,speaklaterStepⅢPostreadingGothroughthetwoquestionsandthinkaboutthemindividually;andthenengageingroupdiscussiontoexplorethemfurther.Questions:1.WhatdoyouthinkofAgonyAunt’sadvice?WhatotheradvicewouldyougivetoBen?2.Whatisyourunderstandingofthesaying“Looselipssinkships”?DoyouknowanysimilarsayingsinChinese?Suggestedanswers:Students’ownanswers.StepⅣHomeworkPleasewritealettertoAgonyAuntandtellheraboutthedifficultiesyouhavebeenfacingrecently.Suggestedanswers:Students’ownanswers.评价量规学习目标目标达成评价等级ABCDLookatthepicture,andanalysethepersonalitiesofthepeopleinit;Reflectonwhoyouturntoforhelpwhenencounteringproblems;Identifythekeystructureandunderstandthemainideaofthetwoletters;Understandtheunit’sthemeandformpositiveandappropriateinterpersonalrelationshipswithothers.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。Unit1Knowingme,KnowingyouPeriod2UsingLanguage教学目标：Bytheendofthisperiod,studentswillbeableto:1.Identifyandsummarisetheformsandfunctionsof“ed”asanadverbialthroughobservationandapplyitcorrectlyindifferentcontextsandsituations;2prehendthegeneralideaoflisteningmaterialsandgatherspecificdetailstopletethetable;3.Utilisephrasesformakingrequestsandrefusalseffectively;4.Employtheappropriatestructuresfromlisteningmaterialstodescribetheproperapproachofmanaginginterpersonalrelationships.教学重难点：Guidestudentstograsptheformsandfunctionsof“ed”asanadverbialthroughobservation,andapplyitaccuratelyinauthenticcontexts;Assiststudentsinarticulatingtheproperwaytohandleinterpersonalrelationships.教学方法：TaskbasedlanguageTeachingMethod课时安排：Oneperiod教学过程设计：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?Suggestedanswers:1.“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.StepⅡAnalysisandidentificationActivity1Rewritetheunderlinedsentenceswiththeedform.Lastweek,Annewasattractedbyaparticulararticleinamagazine,sosheboughtit.Threedaysago,topleteherhomeworkquickly,shegrabbedthemagazinefromherdeskdrawerandcopiedpartofthearticlewithoutthinking.Herteacherwasverysatisfiedwithherhomework.Annewaspraisedinclass,andshefelthappyaswellasashamed.Then,theteacherwantedtoenterherhomeworkintoawritingpetition.Annewasshockedbythedecisionanddidnotknowwhattodo.Ifshetoldthetruth,thewholeclasswouldfindoutandaccuseherofcheating.Theywouldlookdownonher.Ifshekeptsilent,maybenoonewouldeverfindout...?

WhatshouldAnnedo?Suggestedanswers:1.Lastweek,attractedbyaparticulararticleinamagazine,Anneboughtit.2.Praisedinclass,Annefelthappyaswellasashamed.3.Shockedbythedecision,Annedidnotknowwhattodo.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。____________________________________________________Suggestedanswers:(1)Seatedatthetable,myfatherandIweretalkingaboutmyjob.(2)Facedwith/Facingdifficulties,wemusttrytooverethem.(3)Satisfiedwithwhathedid,theteacherpraisedhiminclass.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.Suggestedanswers:Influenced;Believing;Prevented;separated;realisingActivity4Readthetipsandunderlinethewordsthatdescribebehaviourtowardsothers.Suggestedanswers:1.forgive;apologise2.criticise3.lie4.judge;understand5plainStepⅢListeningActivity1SayingnopolitelyActivity2Listentothreeconversationsandmatchthemtothepictures.Suggestedanswers:Activity1略Activity2Picturea:Conversation2Pictureb:Conversation3Picturec:Conversation1Activity3Listenagainandpletethetable.RequestRefusal1Tinahastoleaveherflat1..ShewantstostayatKerry’splace.

Kerrythinksthat2.istoolong.Tinaisweletostayfor3..

2MikeinvitesRyanto4.on5..

Ryancannote,becausehehasto6.toNewYorkattheweekend.

3JanewouldliketoseeBecky’s7.forsomeideas.

BeckyrefusesbecauseshethinksitisbetterforJaneto8..

Suggestedanswers:1.nextweek2.onemonth3.afewdays4etotheparty5.Saturday6.preparefortheject8.doherprojectbyherself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。_________________________________________________________Suggestedanswers:Activity11.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.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教学反思：本版块包括语法部分edasadverbial（ed作状语）、词汇部分、Interpersonalrelationships（人际交往）和听说部分Sayingnopolitely（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Unit1Knowingme,KnowingyouPeriod3Developingideas教学设计教学目标：Bytheendofthisperiod,studentswillbeableto:1.Getthemainideaofthetextandhaveabetterunderstandingof“LittleWhiteLies”;2.Understandthestructureandstylisticfeaturesofanessayandimproveyourthinkingskillsaswellaslanguageuseabilities;3.Learntoanalyseandsolveproblemsinreallifebyusingproperevidencestosupportyourideas.教学重难点：Mastertheskillsofdiscourseanalysisandappreciatethebeautyoflanguage.教学方法：WP教学法，TaskbasedTeachingMethodStepⅠLeadinLookatthepictures.WhatwouldyousayifyouwerestudentB?Suggestedanswers:B:Oh,sorrytohearthat.ButIdidnobetterthanyou.B:eon.Actuallyyoudidwell.Ididworsethanyou.B:Well,Ididjustsoso.StepⅡWhilereadingActivity1ReadforthemainideaReadthepassageandfindoutthemeaningof“whitelies”.Suggestedanswer:Whiteliesarelittleliesthatwetelltoprotectothersfromthetruth.Activity2Readfordetailedinformationpletethediagramwithinformationfromthepassage.LearningtolearnAnessayusuallyconsistsofthreeparts:introduction,mainbodyandconclusion.Startwithanintroductionthatcontainstheaimsandanoverviewoftheessay.Themainbodyofanessayisaseriesofparagraphsthatexploreanddevelopyourargument.Theconclusioncontainsasummaryofyourideas—donotintroduceanynewmaterialhere!Endyouressaybylinkingyourconclusionbacktotheessaytitle.Suggestedanswers:IntroductionWeknowlyingiswrong,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.ThinkandshareOh,whatatangledwebweweave,Whenfirstwepractisetodeceive!1.Whatdoesthe“web”inthepoemrepresent?2.Whatwouldyoudointhesituationsdescribedinthepassage?3.Whatdoyouthinkisthedifferencebetweenalieandawhitelie?4.Howwouldyoufeelifyouweretoldawhitelie?Shareyourexperiencewiththeclassifthishashappenedtoyou.Suggestedanswers:1.Itrepresentsaplicatedsituation,inwhichoncewetellalie,wehavetocontinuetotellmoreotherliesinordertocoverthepreviousones.2.Students’ownanswers.3.Alieistoldtocoverthetruthinordertobenefityourself,whichcanbeharmfultoothers.Awhitelieistoldtoavoidhurtingothers,withoutbadintention.4.Students’ownanswers.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.Suggestedanswers:1.would;hadbeenhiding(1)IfIwereyou,Iwouldtake/seizethisopportunitytoparticipateinthepetition.(2)IfIhadmoretime,IwouldhelpyoulearnEnglish.2.independent(1)ThemoreyouspeakEnglish,thebetteryourEnglishwillbee.(2)Themorepowerfulthecaris,themoredifficultitistohandle.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Unit1Knowingme,KnowingyouPeriod4Presentingideas教学设计教学目标：Bytheendofthisperiod,studentswillbeableto1.Analysingthegivenpassagethroughtextanalysispatternandtofinishcontinuationwriting;2.Pluginthefeelingsof“I”whilemakingmistakesandacknowledgethatthebetterwaytosolveproblemsistotakeresponsibilityandlearntoforgive.教学重难点：1..Instructstudentstoreadthegiventext,pletethetextanalysis,andthenwriteacontinuation;2.Guidestudentstounderstandthevalueofforgivenessanditsimpactonpersonalgrowthinrelationships.教学方法：TaskbasedLanguageTeachingMethod教学过程设计：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.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Suggestedanswers:1.Ibrokeanoldlady’swindowandwasdeterminedtosavemoneytocoverthecostofit.2.Students’ownanswers.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)Suggestedanswers:PlotLineOverviewBeginningAfriendandIwerethrowingrocksontotheroofoftheoldlady’shouseandbrokeherwindowonthebackporch.Itgoesworsewhen(Development)Theytookofffromtheoldlady’syardveryfast,andIwassoscaredaboutgettingcaught.TheclimaxiswhenIputthemoneyinanenvelopewithanoteexplainingthat