Starting ut&Understanding ideas學(xué)案設(shè)計
學(xué)習(xí)目標(biāo)
1.Understand the vide and learn the gd deeds shwn in it;
2.Read the text and chse the best explanatin f the title;
3.Analyse the cntent f the text and find ut the detailed infrmatin;
4.Imprve critical thinking skills and cmprehend the unit’s theme.
Step Ⅰ Lead-in
Activity 1 Watch a vide
Watch the vide and answer the questins.
1.What kinds f gd deeds are shwn in the vide?
2.What idea des the vide cnvey?
Activity 2 Discussin
Lk at the picture and talk abut water prblems in Africa.
Step Ⅱ While -reading
Activity 1 Read fr the main idea
Activity 2 Language pints and translatin
1.He lked acrss the classrm at the drinking funtain.
【翻譯】 他(瑞安)的目光掠過教室,望向?qū)γ娴膰娙斤嬎鳌?br>【解析】
①lk acrss 眺望(強(qiáng)調(diào)從一邊看到另一邊)
②lk thrugh sth.迅速查看,瀏覽
③lk back n/t/at 回憶,回顧
④lk int 調(diào)查,研究
⑤lk up 抬頭看,查閱
⑥lk up t 尊敬,仰視
⑦lk dwn upn/n 輕視,看不起
【活學(xué)活用】 根據(jù)句意,用以上短語的正確形式填空。
(1)I tday’s newspaper but didn’t find anything special.
(2)She frm her bk as I entered the rm.
(3)While yu are reading the nvel,there is n need fr yu every new wrd in the dictinary because yu can guess their meanings accrding t the cntext.
(4) the time I spent with Nancy,I felt a great warmth in my heart.
(5)I him because he is a real artist.
2.In Uganda,Ryan at last saw the finished well with his wn eyes.But that was nt all.He als saw hundreds f delighted students wh had turned ut t welcme him.
【翻譯】 在烏干達(dá),瑞安終于親眼見到了已經(jīng)完工的井。不僅如此,他還看到了幾百名學(xué)生興高采烈地迎接他。
【解析】turn ut:①出席,參加;②結(jié)果是,證明是It turned ut sb.(sth.) turned ut t be...③生產(chǎn),制造
【活學(xué)活用】
(1)許多人都出來觀看慈善演出 (charity perfrmance)。
(2)令人驚訝的是,那個總是穿著破舊衣服 (in a wrn suit)的人竟然是一個百萬富翁(millinaire)。
(3)盡管我們很擔(dān)心,但一切都很順利。
(4)這家工廠每天生產(chǎn)9萬個口罩。
3.They sang and danced happily.Sme even ffered him fd and gifts.
【翻譯】 他們高興地又唱又跳,有的學(xué)生還為他送上了食物和禮物。
【解析】
ffer:vt.(ffered—ffered—ffering) (主動) 提出,給予;提供;出價
n.提供(物);提議;開價,報價;減價,特價
①ffer sth.t sb.向某人提供某物
②ffer t d 主動提出做某事
③free/special ffers 免費贈品/特價優(yōu)惠
【活學(xué)活用】
(1)團(tuán)隊工作為我提供了一個學(xué)習(xí)如何與他人相處的機(jī)會。
(2)如果主動向他人伸出援手,你最終也會得到回報。
(3)有公司愿意聘用你嗎?
Step Ⅲ Pst-reading
G thrugh the questins and think abut them individually;then discuss the questins in grups and share yur answers with the class.
Questins:
1.What kind f persn d yu think Ryan is?
2.Which f his qualities d yu admire mst? Why?
Step Ⅳ Hmewrk
課文語法填空,在空白處填入1個適當(dāng)?shù)膯卧~或括號內(nèi)單詞的正確形式。
Ryan culd get clean 1. (drink) water within ten steps,2._____________sme African children had t walk ten kilmeters t get water every day.S Ryan decided t help.Ryan cleaned windws and did 3.__________ (garden) fr his family and neighbrs,and reached his first target f $70.But when he gave the mney t the charity,he was tld that 4. actually cst $2000 t build a well.Ryan persuaded his classmates and neighbrs 5.______________ (dnate) mney.After several mnths,he raised enugh mney and a well was built in Uganda.6.(visit) Uganda,he saw the 7. (finish) well and hundreds f 8. (delight) students wh had turned ut t welcme him.Later,his experience led him t set up a fundatin t encurage mre peple t help.Tday,the life-changing water has arrived fr ver 800,000 peple in 16 cuntries acrss Africa.The by 9. had the curage and perseverance has made his dream 10. reality.
評價量規(guī)
參考答案
Step Ⅰ Lead-in
Activity 1
1.The vide shws gd deeds such as visiting an elderly neighbr and asking if they need anything,letting a restaurant manager knw just hw great their waiter r waitress is,helping a classmate with their studies,asking smene wh lks lst if they need directins,and ffering t help ut with smething in the hme.
2.We shuld always be ready t help thers,because ne small act can make a big difference.
Activity 2
Students’ wn answers.
Step Ⅱ While -reading
Activity 1
3
Activity 2
1.(1)lked thrugh (2)lked up (3)t lk up (4)Lking back n/t (5)lk up t
2.(1)Crwds f peple turned ut t watch the charity perfrmance.
(2)Surprisingly,the man always in a wrn suit turned ut t be a millinaire.
(3)Althugh we were wrried,everything turned ut well.
(4)The factry turns ut 90,000 masks a day.
3.(1)Wrking in a team ffers me a chance t learn hw t get alng with thers.
(2)If yu ffer t help peple,yu’ll eventually be rewarded.
(3)Have yu gt any jb ffers?
Step Ⅲ Pst-reading
Students’ wn answers.
Step Ⅳ Hmewrk
1.drinking 2.but/while 3.gardening 4.it 5.t dnate 6.Visiting 7.finished 8.delighted 9.wh/that
10.a
Using Language學(xué)案設(shè)計
學(xué)習(xí)目標(biāo):
1.Identify and summarise the frms and functins f -ed as an attributive adjective thrugh bservatin and apply it crrectly in the cntexts and real-life situatins;
2.Understand the main idea f listening materials and gather details t cmplete a frm;
3.Use phrases frm the listening materials t make a phne enquiry;
4.Use apprpriate expressins t describe persnal qualities.
Step Ⅰ Lead-in
Lk at the sentences and answer the questins.
a had truble believing the wrds spken by his teacher...
b In Uganda,Ryan at last saw the finished well with his wn eyes.
1.What was spken in sentence(a)?What was finished in sentence (b)?
2.Why des the authr use -ed instead f -ing?
Activity 2 Cmpare them with the fllwing sentences and answer the questins.
c had truble believing the wrds which were spken by his teacher...
d In Uganda,Ryan at last saw the well,which was finished,with his wn eyes.
3.What is the difference between the tw grups f sentences?
4.Why des the authr chse t use -ed instead f an attributive clause in the reading passage?
Step Ⅱ Analysis and identificatin
Activity 1 Read the discussin between tw students abut Ryan’s fundatin.Rewrite the underlined sentences using the -ed frm.
Ryan is a yung man wh is admired by a lt f peple. The mney which is raised by his fundatin supprts schls and cmmunities in Africa.I think digging wells fr drinking water is a gd way t slve the prblem f water shrtage.
I abslutely agree with yu.Digging wells is a gd way,but nt the nly way t slve the prblem f water shrtage in Africa.As in the wrds which were spken by Ryan,we need t nt nly dnate mney but als get new ideas.I think the supprt which is needed includes new technlgy fr recycling water and educatin n hw t use and save water.
Activity 2 Fill in the blanks.
過去分詞作定語
過去分詞作定語,性質(zhì)上相當(dāng)于形容詞,其邏輯主語就是它所修飾的名詞或代詞。它所修飾的名詞、代詞與之構(gòu)成被動關(guān)系。
1.過去分詞作定語的位置
(1)單個的過去分詞作定語時,常常置于所修飾的名詞之前,叫作前置定語;而過去分詞短語作定語時,常常置于所修飾的名詞之后,叫作后置定語。
①Yur (speak) English is quite gd.
②Taking exercise early in the mrning has becme a part f his (retire) life.
③Wuld yu like t explain in detail the prblems (mentin) in this chapter?
(2)過去分詞修飾smething/everything/anything/nthing/smebdy/nbdy等不定代詞以及指示代詞thse時,要放在這些詞的后面。
①He is ne f thse (invite).
②Nthing (reprt) in the newspaper interested him.
2.過去分詞作定語的意義
(1)及物動詞的過去分詞作定語,可以表被動,也可以表被動+完成。
①She is a (respect) teacher.
②The questin (discuss) yesterday remains up in the air.
③Did yu accept the invitatin (give) by the tur guide?
④We’ll g n with ur experiment as sn as we get the (add) fund.
(2)不及物動詞的過去分詞作定語時,一般是前置定語,不表示被動,強(qiáng)調(diào)動作完成。如:fallen,retired,risen,escaped,arrived,dated,faded等。
①We can see the (fall) leaves everywhere n the grund.
②Can yu tell me why the rising sun lks much bigger than the (rise) sun?
(3)有些動詞的過去分詞已經(jīng)轉(zhuǎn)化成形容詞,多用來表示人物的心理特征或感情變化。常見的有:disappinted,surprised,puzzled,frightened,mved,shcked,cnfused,embarrassed,satisfied等。
①He threw me a quick and (puzzle) glance.
②I knw he didn’t pass the examinatin frm his (disappint) lk.
③The teacher is cmfrting the (frighten) girl.
3.當(dāng)過去分詞或過去分詞短語作定語時,往往可以用定語從句代替。
(1)All the leaves have been cleared away.
=All the leaves that fell have been cleared away.
(2)Mst f the guests t the party were my classmates.
=Mst f the guests wh were invited t the party were my classmates.
(3)I am fnd f the fd by my mther.
=I am fnd f the fd that/which is cked by my mther.
(4)The gvernment decided t rebuild the bridge.
=The gvernment decided t rebuild the bridge that/which has been damaged.
4.現(xiàn)在分詞、過去分詞和不定式作定語的區(qū)別
(1)The prblem (discuss) at the meeting tmrrw is f great imprtance.(表示動作將要發(fā)生)
(2)The prblem (discuss) at the meeting nw is f great imprtance.(表示動作正在進(jìn)行)
(3)The prblem (discuss) at the meeting yesterday is f great imprtance.(表示動作已完成)
Activity 3 Read the passage and chse the crrect frm f the wrds.
The United Natins Children’s Fund,als knwing/knwn as UNICEF,is a United Natins(UN) rganisatin basing/based in New Yrk.It ffers help needing/needed by children all ver the wrld.
UNICEF was funded n 11 December 1946,t prvide fd and healthcare t children in cuntries damaging/damaged in Wrld War Ⅱ.Since 1953,UNICEF has taken up an extended missin t help children in the develping/develped wrld,including thse living/lived with diseases r disabilities,and thse affecting/affected by rapid mdernisatin and envirnmental prblems.Nw,UNICEF has been wrking t imprve the lives f children and their families acrss 190 cuntries and territries.
Activity 4 Read the descriptins and underline the wrds that describe persnal qualities.
Step Ⅲ Listening
Activity 1 T be a vlunteer
Activity 2 Listen t the phne enquiry and cmplete the sentences with the crrect ending.
1.Sarah likes .
2.The man suggests .
3.Erica Marshall needs t knw .
a.teaching children with disabilities
b.when Sarah can start wrk
c.if Sarah is suitable fr the wrk
d.hrses and being with children
e.helping ut three times a week
f.taking care f ld peple
Activity 3 Listen again and cmplete the frm.
續(xù) 表
聽力評價量規(guī)
Step Ⅳ Discussin
Wrk in pairs.Act ut a telephne enquiry.
Student A:Turn t Page 105.
Student B:Turn t Page 109.
□Useful expressins A
·I’m interested in...
·Culd yu tell me hw t becme a vlunteer?
·I enjy...
·Can yu tell me a bit mre?
·What shuld I d t get the wrk?
·Is there anything else I need t knw?
Useful expressins B
·First f all,yu need t...
·Well,they d...
·The mst imprtant thing is...
·Yu can cntact...
·Well,nce yu’ve cntacted...
·And then,yu shuld think abut...
Learning t learn
Befre making a phne enquiry,take a mment t prepare yur questins.Take ntes if necessary.Als,remember that it’s kay t ask again when yu think it’s nt clear enugh!
Step Ⅴ Hmewrk
語法專練
1.The mney (raise) in the evening will be sent t the earthquake survivrs as sn as pssible.
2.There is a black car (park) in the yard by which Mr.White usually ges t wrk.
3.Tim’s (puzzle) expressin suggested that he didn’t understand what they had said.
4.The yga club, (pen) last mnth in ur schl,is ppular amng wmen teachers.
5.It regularly arranges quick getaways (短期休假) here fr peple (live) in cities.
6.The adbe dwellings (土坯房) (build) by the Puebl Indians f the American Suthwest are admired by even the mst mdern architects and engineers.
7.“Dn’t travel during the hlidays” is ne glden rule (fllw) by sme friends fr years,especially during the Spring Festival as the traffic is heavy.
8.The class centered rund why the bdy needs t sleep and the physical and mental health prblems (cause) by a lack f sleep.
9.We are brthers (share) weal and we(福禍).
10.In art criticism,yu must assume the artist have a secret message (hide) within the wrk.
11.The (break) dishes lay n the flr.
12.In the research (invlve) abut 200 peple,the bld test fund early stages f melanma (黑素瘤) in mre than 80 percent f cases.
13.The cuntry stretches acrss a vast area (cver) the cld,temperate and trpical znes.
14.The (injury) wrkers are nw being taken gd care f in the hspital.
15.There are many beautifully (decrate) huses in this rich area.
Step Ⅵ 語法評價量規(guī)
英語語法(過去分詞作定語的用法)評價量表
參考答案
Step Ⅰ Lead-in
1.“The wrds” were spken in sentence(a).“The well” was finished in sentence(b).
2.Because “the wrds” were “spken” instead f “speaking”,and “the well” was “finished” instead f “finishing”.The wrds in bld shw passive instead f active actins.
3.Sentences (a) and (b) cntain -ed as attributive while sentences (c) and (d) cntain attributive clauses.
4.The sentences using -ed as attributive are mre cncise and frmal.
Step Ⅱ Analysis and identificatin
Activity 1
1.Ryan is a yung man admired by a lt f peple.
2.The mney raised by his fundatin supprts schls and cmmunities in Africa.
3.As in the wrds spken by Ryan,we need t nt nly dnate mney but als get new ideas.
4.I think the supprt needed includes new technlgy fr recycling water and educatin n hw t use and save water.
Activity 2
1.(1)①spken ②retired ③mentined
(2)①invited ②reprted
2.(1)①respected ②discussed ③given ④added
(2)①fallen ②risen
(3)①puzzled ②disappinted ③frightened
3.(1)fallen (2)invited (3)cked (4)damaged
4.(1)t be discussed (2)being discussed
(3)discussed
Activity 3
knwn;based;needed;damaged;develping;living;affected
Activity 4
Step Ⅲ Listening
Activity 1 略
Activity 2
d,a,c
Activity 3
1.wrking with children/sme kind f yuth wrk
2.riding hrses 3.have fun 4.still enjy sprts 5.ne n ne 6.build a relatinship with them 7.as a vlunteer
8.reference frm smene wh knws yu
Step Ⅳ Discussin
略
Step Ⅴ Hmewrk
1.raised 2.parked 3.puzzled 4.pened 5.living 6.built 7.fllwed 8.caused 9.sharing 10.hidden 11.brken 12.invlving 13.cvering 14.injured 15.decrated
Develping ideas學(xué)案設(shè)計
學(xué)習(xí)目標(biāo)
1.Understand the legendary life f Nichlas Wintn accrding t the timeline and his great cntributins t sciety;
2.Deeply understand the impact f Nichlas Wintn’s deeds and express yur views and feelings thrugh analysing the text;
3.Summarise the style and key elements f the bigraphical text.
Step Ⅰ Lead-in
Lk at the wrd clud and predict what the man in the pictures might have dne.
Step Ⅱ While-reading
Activity 1 Read fr predictin
Read the bigraphy f Nichlas Wintn and check yur predictin in Activity 1.
Learning t learn
Mst bigraphies are rganised in the rder in which events happened.While reading a bigraphy,it’s a gd idea t make a timeline t recrd and track imprtant infrmatin,such as dates, places and key events.This can be a useful way f displaying the kind f life the persn led and even, smetimes, what he/she was really like.
Activity 2 Read fr detailed infrmatin
在關(guān)注傳記文體時間、事件要素的基礎(chǔ)上,完成課文時間線的梳理。
方法一
第一步:獨立閱讀選項,完成信息匹配活動。
第二步:全班核對答案。
方法二
第一步:在課文原有的時間線基礎(chǔ)上,根據(jù)課文內(nèi)容增補(bǔ)其他信息,并用完整的句子寫出相應(yīng)時間內(nèi)發(fā)生的事件及其產(chǎn)生的影響。
第二步:全班核對答案。
Match the events t the years in which they happened.
a.Wintn left the military.
b.He was awarded the Order f the White Lin.
c.He went t Prague t help refugees escape frm the Nazis.
d.He was invited nt the British televisin prgramme That’s Life.
e.He became a businessman.
Activity 3 Think and share
1.Why did the parents fear that they wuld never see their children again?
2.Why d yu think it tk such a lng time fr Wintn’s actins t becme knwn?
3.Which three wrds wuld yu use t describe Wintn’s persnal qualities?
4.D yu knw f any Chinese wh have acted in a similar way t Wintn? Share their stries with the class.
Step Ⅲ Pst-reading
Grup wrk:Give a talk in hnur f Nichlas Wintn.
1.Use the table t help plan yur talk.
2.Organise yur talk fllwing the steps belw.
·Say wh yu are ging t talk abut.
·Talk abut his key actins.
·Talk abut his persnal qualities.
·End with the main reasns why he inspires yu.
3.Give yur talk t the class
Step Ⅳ Hmewrk
Language pints and translatin
1.On leaving schl,Wintn wrked in banks in Germany and France.
【翻譯】 從學(xué)校畢業(yè)后,溫頓先后在德國和法國的銀行工作。
【解析】 “n/upn + ding/動態(tài)名詞”意為“一……就……”,“ding”的邏輯主語要和主句主語一致,相當(dāng)于as sn as引導(dǎo)的時間狀語從句。在本句中,n leaving schl是介詞短語作時間狀語,相當(dāng)于as sn as Wintn had left schl。
【活學(xué)活用】
(1)一到機(jī)場,他就被警察逮捕(arrest)了。
(2)一聽到這個消息,他就大哭起來。
2.The jurnal cntained phtgraphs and names f the children and addresses f the families that tk them in.
【翻譯】 日記本中夾著孩子們的照片,記錄著孩子們的名字和寄養(yǎng)家庭的地址。
【活學(xué)活用】 寫出下列句子中take in的含義:
(1)The ld lady ffered t take in the pr hmeless child.
(2)Dn’t be taken in by his charm;he is actually cld-hearted.
(3)Trees take in carbn dixide frm the air and release xygen,which is very imprtant t human beings.
(4)T simply read an article is ne thing,but t truly take it in is anther.
Step Ⅴ 評價量規(guī)
參考答案
Step Ⅰ Lead-in
He might be frm Britain.He might have saved frightened Jewish children,whse parents were heartbrken,frm the Nazis during Wrld War Ⅱ and he might have received varius hnurs.
Step Ⅱ While -reading
Activity 1 略
Activity 2
·方法一:1931—e;1938—c;1954—a;1988—d;2014—b
·方法二:
1909:Nichlas Wintn was brn n 19 May in Lndn.
1939:By August,Wintn had saved 669 children.During Wrld War Ⅱ:Wintn served as an fficer in Britain’s Ryal Air Frce.
1954:Wintn wrked fr internatinal charities and fr varius cmpanies after he left the military.
2003:Wintn received a knighthd.
2015:Wintn passed away n 1 July at the age f 106.He enjyed a lng life as a kind-hearted persn.
Activity 3
1.Because they were Jewish and under the cntrl f the Nazis.
2.Because,fr the mst part, Wintn did nt mentin the children he saved.Wintn might have thught that it was nrmal t help thers when they were in truble,s it was nt wrth mentining.
3.Students’ wn answers.
4.Students’ wn answers.
Step Ⅲ Pst-reading
略
Step Ⅳ Hmewrk
1.(1)On arriving at the airprt/On his arrival at the airprt,he was arrested by the plice.
(2)On hearing the news,he burst int tears/brke int tears/burst ut crying.
2.(1)收留、留宿 (2)欺騙(常用于被動語態(tài)) (3)吸入、吞入(體內(nèi)) (4)理解、領(lǐng)會
Presenting ideas學(xué)案設(shè)計
學(xué)習(xí)目標(biāo)
By the end f this perid,students will be able t:
1.Have a better understanding f the gd acts and recmmend the “Persn f the Year”;
2.Describe their achievements and persnal qualities,then give yur recmmendatin reasns;
3.Express themselves in an apprpriate and lgical way,and give a presentatin after cmpleting grup wrk.
Step Ⅰ Lead-in
Lk at the pictures and fcus n the title f Time magazine.
Step Ⅱ Preparatin
Activity 1 Brainstrming
Think f smene yu want t recmmend as“Persn f the Year”.Yu can chse a well-knwn persn r smene yu knw.Cmplete the frm abut the persn.
Name:
Achievements:
Persnal qualities:
Reasns fr recmmendatin:
Activity 2 Grup wrk
Wrk in grups.Talk abut yur “Persn f the Year” and chse the best ne in yur grup.Use the infrmatin in Activity 1 and the expressins in the bx t help yu.
Useful expressins
·I recmmend... because...
·I think... is the best chice,because...
·I agree with him/her.
·Really?I dn’t think s.I think...
Step Ⅲ Presentatin
Present yur wrk t the class and use the evaluatin table t cnduct peer assessments n each ther’s presentatins.
Step Ⅳ Reflectin
Write a reflectin.
1.After cmpleting this unit,I can rate my perfrmance 1 (excellent),2 (gd) r 3 (in need f imprvement).
□describe persnal qualities
□make a phne enquiry
□write a shrt bigraphy
□cmment n peple’s mral values
□develp a sense f scial respnsibility
2.I’ve learnt t make use f the fllwing wrds and expressins:
3.I still need t imprve:
Step Ⅴ Hmewrk
Frm a vlunteer grup.
Vlunteering is a great way t help thers.Whether it’s picking up litter,rganising a charity cncert,planting flwers,r lending a hand at yur lcal hspital,there are many ways yu can make a psitive impact in yur area.
學(xué)習(xí)目標(biāo)
目標(biāo)達(dá)成評價等級
A
B
C
D
Watch the vide and perceive the gd deeds shwn in it;
Read the text and identify the best explanatin f the title;
Analyse the cntent f the text and find ut the detailed infrmatin;
Imprve critical thinking skills and summarise the unit’s theme individually.
語法
形式
意義
時間關(guān)系
現(xiàn)在分詞作定語
ding
表示主動意義
表示動作正在進(jìn)行;表示經(jīng)常性的動作或現(xiàn)在(當(dāng)時)的狀態(tài)
being
dne
表示被動意義
表示動作正在進(jìn)行
過去分詞
作定語
dne
表示被動意義
表示動作已完成
不定式
作定語
t d
表示主動意義
表示動作將要發(fā)生
t be
dne
表示被動意義
表示動作將要發(fā)生
Liu Ta
Li Mei
Tim
Anna
He’s sensitive and rather serius,which smetimes makes him appear t be a little bkish.But he’s als an independent thinker.He always knws hw t make wise decisins.
She’s usually very shy,but she’s generus and never hesitates t help.She’s als the mst hnest persn I knw.I can always trust her with my secrets.
He’s always cnfident abut everything.He’s a gd public speaker and I have never seen him get nervus.And he’s creative.He ften cmes up with gd ideas.
She’s easyging with a sense f humur.She’ll try t cheer yu up if yu have a prblem,but she’s smewhat lazy.Her desk is extremely messy!
Winchester Vlunteer Centre
Registratin Frm
Persnal infrmatin
Name:Sarah White
Telephne:077-8665-3048
Preferred field:1.
Vluntary wrk descriptin
·Intended vluntary wrk:teaching children with disabilities 2. at Peter’s Stables
·Aim:fr the children t 3. and realise that they can 4. in spite f their disabilities
·Rle:wrking 5. with the same children in rder t 6.
Additinal infrmatin needed
·Yur previus experience 7.
·A 8. fr cnfirmatin
·Available wrking hurs
評價指標(biāo)
優(yōu)
良
中
差
自評
互評
師評
主旨要義
能夠準(zhǔn)確理解主旨要義,快速準(zhǔn)確選擇正確的信息補(bǔ)全句子
能夠基本理解主旨要義,準(zhǔn)確選擇正確的信息補(bǔ)全句子
能夠理解部分主旨要義,未能準(zhǔn)確選擇正確的信息補(bǔ)全句子
未能理解主旨要義,未能準(zhǔn)確選擇正確的信息補(bǔ)全句子
獲取事實性的具體信息
能夠準(zhǔn)確獲取對話細(xì)節(jié)信息
(Sarah如何詢問志愿者工作)
能夠基本獲取對話細(xì)節(jié)信息
能夠獲取部分對話細(xì)節(jié)信息
未能獲取對話細(xì)節(jié)信息
對所聽內(nèi)容做出推斷
能夠?qū)λ爟?nèi)容做出準(zhǔn)確推斷
能夠?qū)λ爟?nèi)容做出基本推斷
能夠?qū)λ牪糠謨?nèi)容做出推斷
未能對所聽內(nèi)容做出推斷
理解說話者的意圖、觀點或態(tài)度
能夠準(zhǔn)確理解說話者的意圖、觀點或態(tài)度
能夠基本理解說話者的意圖、觀點或態(tài)度
能夠理解說話者的部分意圖、觀點或態(tài)度
未能理解說話者的意圖、觀點或態(tài)度
評價指標(biāo)
優(yōu)
良
中
差
自評
互評
師評
基本概念
能準(zhǔn)確理解和把握過去分詞作定話的概念和意義
能基本理解和把握過去分詞作定語的概念和意義
能部分理解和把握過去分詞作定語的概念和意義
未能把握過去分詞作定語的概念和意義
基本結(jié)構(gòu)
能夠非常準(zhǔn)確地判斷過去分詞作定語(過去分詞位置等)
能夠基本上判斷過去分詞作定語(過去分詞位置等)
能判斷部分過去分詞作定語(過去分詞位置等)
未能判斷過去分詞作定語(過去分詞位置等)
應(yīng)用
能夠精準(zhǔn)地識別文章中有關(guān)過去分詞作定語的用法
能夠在大部分情況下正確地識別文章中有關(guān)過去分詞作定語的用法
在較少的情況下,能夠正確識別文章中過去分詞作定語的用法
未能在文章中識別過去分詞作定語的用法
遷移
能夠在作文中非常自如、恰當(dāng)?shù)厥褂眠^去分詞作定語
能夠在作文中較為恰當(dāng)?shù)厥褂眠^去分詞作定語
能夠在作文中使用過去分詞作定話,但是錯誤較多
未能在作文中使用過去分詞作定語
Psitive
Neutral
Negative
independent
wise/intelligent
generus
hnest/lyal
cnfident
creative
easyging
determined
sensitive
serius
bkish
shy
self-cnscius
strict
straightfrward
nervus
lazy
shrt-sighted
selfish
mean
slack
Key actins
Persnal qualities
學(xué)習(xí)目標(biāo)
目標(biāo)達(dá)成評價等級
A
B
C
D
Understand the legendary life f Nichlas Wintn accrding t the timeline and his great cntributins t sciety;
Deeply understand the impact f Nichlas Wintn’s deeds and express their views and feelings thrugh thinking and analysing the text;
Summarise the style and key elements f bigraphical texts.
Assessment cntents
Excellent
Gd
Average
Pr
Cntents and Structure
5
4
3
1-2
Vcabulary and Grammar
5
4
3
1-2
Prnunciatin and Fluency
5
4
3
1-2
Ttal scre
13-15
10-12
7-9
1-6

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高中英語外研版 (2019)必修 第三冊電子課本

Unit 2 Making a difference

版本： 外研版 (2019)

年級： 必修 第三冊

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