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高中英语Unit 1 Knowing me, Knowing you教案设计
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这是一份高中英语Unit 1 Knowing me, Knowing you教案设计，共12页。
Writing教学设计
教学目标：
By the end f this perid, students will be able t
1.Analysing the given passage thrugh text analysis pattern and t finish cntinuatin writing;
2.Plug in the feelings f “I” while making mistakes and acknwledge that the better way t slve prblems is t take respnsibility and learn t frgive.
教学重难点：
students t read the given text,cmplete the text analysis, and then write a cntinuatin;
2.Guide students t understand the value f frgiveness and its impact n persnal grwth in relatinships.
教学方法：
Task-based Language Teaching Methd
教学过程设计：
Step Ⅰ Reading and thinking
Read the text and answer the questins.
1.What’s the main idea f the text?
2.What will happen next and hw wuld this stry end?
Frty-three years seems like a lng time t remember the name f a mere friend.I have already frgtten the name f an ld lady wh was a custmer n my paper rute when I was a twelve-year-ld by in Marinette,Wiscnsin back in 1954.Yet it seems like just yesterday that she taught me a lessn in frgiveness that I can nly hpe t pass n t smene else smeday.
On a Saturday afternn,a friend and I were thrwing rcks nt the rf f the ld lady’s huse frm a secret spt in her backyard.The bject f ur play was t bserve hw the rcks changed t missiles as they rlled t the rf’s edge and sht ut int the yard like cmets(彗星) falling frm the sky.
I fund myself a perfectly smth rck and sent it fr a ride.The stne was t smth,hwever,s it slipped frm my hand as I let it g and headed straight fr a small windw n the ld lady’s back prch(走廊).At the sund f brken glass,we tk ff frm the ld lady’s yard faster than any f ur missiles flew ff her rf.
I was s scared abut getting caught that I was cncerned abut the ld lady with the brken prch windw all the time that night.Hwever,a few days later,when I was sure that I hadn’t been discvered,I started t feel guilty fr her bad luck.She still greeted me with a smile each day when I gave her the paper,but I was n lnger able t lk int her eyes.
I made up my mind that I wuld save my paper delivery mney,and in three weeks I had the seven dllars that I thught wuld cver the cst f her windw.I put the mney in an envelpe with a nte explaining that I was srry fr breaking her windw and hped that the seven dllars wuld cver the cst fr repairing it.
I waited until it was dark.
_______________________________________________________________________________________________________________________________________________________________________________________________________________
The next day,I handed the ld lady her paper.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Suggested answers:
1.I brke an ld lady’s windw and was determined t save mney t cver the cst f it.
2.Students’ wn answers.
Step Ⅱ Analysing the text
Activity 1 Read fr elements
Read the text quickly and fill in the blanks.
Wh:_____________________________________________;
What:_____________________________________________;
Where:____________________________________________;
When:_____________________________________________;
Why:______________________________________________;
Hw:______________________________________________;
Activity 2 Read fr plts
Based n the analysis f the text,cmplete the table.
Tips:读故事主线(开端,发展,高潮,结局等)
Hw wuld the prblem be slved?
Frty-three years seems like a lng time t remember the name f a mere friend.I have already frgtten the name f an ld lady wh was a custmer n my paper rute when I was a twelve-year-ld by in Marinette,Wiscnsin back in 1954.Yet it seems like just yesterday that she taught me a lessn in frgiveness that I can nly hpe t pass n t smene else smeday.
On a Saturday afternn,a friend and I were thrwing rcks nt the rf f the ld lady’s huse frm a secret spt in her backyard.The bject f ur play was t bserve hw the rcks changed t missiles as they rlled t the rf’s edge and sht ut int the yard like cmets(彗星) falling frm the sky.
I fund myself a perfectly smth rck and sent it fr a ride.The stne was t smth,hwever,s it slipped frm my hand as I let it g and headed straight fr a small windw n the ld lady’s back prch(走廊).At the sund f brken glass,we tk ff frm the ld lady’s yard faster than any f ur missiles flew ff her rf.(故事发生的开端背景)⇒beginning
I was s scared abut getting caught that I was cncerned abut the ld lady with the brken prch windw all the time that night.Hwever,a few days later,when I was sure that I hadn’t been discvered,I started t feel guilty fr her bad luck.She still greeted me with a smile each day when I gave her the paper,but I was n lnger able t lk int her eyes.
(发展:由于害怕而逃跑,之后又感到愧疚)⇒Develpment
I made up my mind that I wuld save my paper delivery mney,and in three weeks I had the seven dllars that I thught wuld cver the cst f her windw.I put the mney in an envelpe with a nte explaining that I was srry fr breaking her windw and hped that the seven dllars wuld cver the cst fr repairing it.
(高潮:攒钱修玻璃并写信道歉)⇒Climax
Paragraph 1:I waited until it was dark.
Paragraph 2:The next day,I handed the ld lady her paper.
(结局:得到原谅)⇒Ending
Suggested answers:
Activity 3 Read fr characters
Find ut mre detailed descriptin f the tw main characters and cmplete the table.
Step Ⅲ Writing
Based n the text analysis,finish the cntinuatin writing assignment.
I waited until it was dark.____________________________________________
The next day,I handed the ld lady her paper._____________________________
Step Ⅳ Presentatin
Exchange yur writing with yur partner and evaluate each ther’s wrk based n the criteria prvided in the Cntinuatin Writing Evaluatin Table.
写作评价量规
续 表
Step Ⅴ Appreciatin
I waited until it was dark.Since there were few peple n the street,I walked t her yard secretly.Then I walked straight t her mailbx and put the envelpe int it withut any hesitatin.After that,I ran ut f the lady’s yard quickly being scared t be discvered.Lying n my bed,I had gd night because I had taken the stne in my heart ff.
The next day,I handed the ld lady her paper.She said,“By,wait fr a minute!” I was s scared but still waited fr her.She went int her huse and came ut again with a splendid bx.I lked int her eyes with great surprise,nly t find her smiling as usual.I tk the bx frm her,pened it,and fund sme sweets,seven dllars I gave her and a nte saying “I am prud f yu!”.
Step Ⅵ Hmewrk
Plish yur wrk based n peer assessment.
教学反思：
本节课通过巧妙的课堂设计和问题引导，层层递进地引导学生完成文本分析并掌握读后续写的文本分析模式。随后，学生完成个人的度后续写写作，并根据读后续写评价量规完成互评，找到写作的提升点。通过范文赏析，学生能够借鉴并提升语言表达能力。同时，读后续写的篇章材料内容符合本单元“人际关系”的主题，旨在帮助学生认识到自己和同龄人在成长过程中可能会遇到的人际关系问题，从而学会正确看待并解决这些问题。Plt Line
Overview
Beginning
It ges wrse when
(Develpment)
The climax is when
Hw will the prblem be slved?(Ending)
Plt Line
Overview
Beginning
A friend and I were thrwing rcks nt the rf f the ld lady’s huse and brke her windw n the back prch.
It ges wrse when
(Develpment)
They tk ff frm the ld lady’s yard very fast,and I was s scared abut getting caught.
The climax is when
I put the mney in an envelpe with a nte explaining that I was srry fr breaking her windw.
Characters
Details
Persnalities
I (The authr)
The ld lady
Characters
Details
Persnalities
I (The authr)
thrw,bserve,fund a perfectly smth rck,expect
Passinate
(fr explratin)
was s scared abut getting caught,tk ff frm the ld lady’s yard faster (run away)
Cward
(get scared after making mistakes)
feel guilty
Upright (behave with integrity)
made up my mind,save mney,write a nte,ask fr frgiveness
reliable,trustwrthy and hnest
The ld lady
still greeted me with a smile each day
kind-hearted and gd tempered
frgave me
wise and merciful
评价指标
优秀
良好
一般
较差
差
分值
内容
创造了丰富、合理的内容,富有逻辑性,续写完整,与原文情境融洽度高
创造了比较丰富、合理的内容,比较富有逻辑性,续写比较完整,与原文情境融洽度较高
创造了基本合理的内容,有一定的逻辑性,续写基本完整,与原文情境相关
内容和逻辑上有一些重大问题,续写不够完整,与原文情境有一定程度脱节
内容或逻辑上有较多重大问题,或有部分内容抄自原文,续写不完整,与原文情境基本脱节
6
6
4.8
3.6
2.4
1.2
词汇、语法结构
使用了多样并且恰当的词汇和语法结构,如三大从句、非谓语动词、with复合结构、倒装句、强调句等,有个别小错,但完全不影响理解
一半左右的句子使用了高级的词汇和语法结构,允许2-3个大的语法失误,但不影响理解
使用了简单词汇和语法结构,1/3的语言错误,但基本不影响理解
所使用的词汇数量有限,语法结构单调,错误较多,有1/2的句子都是错误的,影响理解
词汇数量有限,语法结构单一,2/3的语法错误,大部分内容无法理解
6
6
4.8
3.6
2.4
1.2
篇章结构、
句间衔接
有效地使用了语句间衔接手段,全文结构清晰,意义连贯
比较有效地使用了语句间衔接手段,全文结构比较清晰,意义比较连贯
基本有效地使用了语句间衔接手段,全文结构基本清晰,意义基本连贯
未能有效地使用语句间衔接手段,全文结构不够清晰,意义不够连贯
几乎没有使用语句间衔接手段,全文结构不清晰,意义不连贯
5
5
4
3
2
1
结尾
哲理式结尾,或寓情于景、以景结情的结局
采用哲理式结尾,以景结情的结尾或自然结尾,出现个别错误,但不影响全文理解
基本揭示了故事结局但偏离主线或严重脱节
缺少结尾或没有设计合理的结尾,语言表述与原文没有任何关联
故事没有结尾
4
4
3.6
2.4
1.6
0.8
评价指标
优秀
良好
一般
较差
差
分值
书写
漂亮、整齐,字母大小保持一致
整齐、干净、工整,修改较少
字母大小不一,修改较多
字迹潦草,难以辨认
乱涂乱画
3
3
2.4
1.8
1.2
0.6
自评/互评/师评
优秀(21—25)
良好(16—20)
一般(11—15)
较差(6—10)
差(1—5)
Writing教学设计
教学目标：
By the end f this perid, students will be able t
1.Analysing the given passage thrugh text analysis pattern and t finish cntinuatin writing;
2.Plug in the feelings f “I” while making mistakes and acknwledge that the better way t slve prblems is t take respnsibility and learn t frgive.
教学重难点：
students t read the given text,cmplete the text analysis, and then write a cntinuatin;
2.Guide students t understand the value f frgiveness and its impact n persnal grwth in relatinships.
教学方法：
Task-based Language Teaching Methd
教学过程设计：
Step Ⅰ Reading and thinking
Read the text and answer the questins.
1.What’s the main idea f the text?
2.What will happen next and hw wuld this stry end?
Frty-three years seems like a lng time t remember the name f a mere friend.I have already frgtten the name f an ld lady wh was a custmer n my paper rute when I was a twelve-year-ld by in Marinette,Wiscnsin back in 1954.Yet it seems like just yesterday that she taught me a lessn in frgiveness that I can nly hpe t pass n t smene else smeday.
On a Saturday afternn,a friend and I were thrwing rcks nt the rf f the ld lady’s huse frm a secret spt in her backyard.The bject f ur play was t bserve hw the rcks changed t missiles as they rlled t the rf’s edge and sht ut int the yard like cmets(彗星) falling frm the sky.
I fund myself a perfectly smth rck and sent it fr a ride.The stne was t smth,hwever,s it slipped frm my hand as I let it g and headed straight fr a small windw n the ld lady’s back prch(走廊).At the sund f brken glass,we tk ff frm the ld lady’s yard faster than any f ur missiles flew ff her rf.
I was s scared abut getting caught that I was cncerned abut the ld lady with the brken prch windw all the time that night.Hwever,a few days later,when I was sure that I hadn’t been discvered,I started t feel guilty fr her bad luck.She still greeted me with a smile each day when I gave her the paper,but I was n lnger able t lk int her eyes.
I made up my mind that I wuld save my paper delivery mney,and in three weeks I had the seven dllars that I thught wuld cver the cst f her windw.I put the mney in an envelpe with a nte explaining that I was srry fr breaking her windw and hped that the seven dllars wuld cver the cst fr repairing it.
I waited until it was dark.
_______________________________________________________________________________________________________________________________________________________________________________________________________________
The next day,I handed the ld lady her paper.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Suggested answers:
1.I brke an ld lady’s windw and was determined t save mney t cver the cst f it.
2.Students’ wn answers.
Step Ⅱ Analysing the text
Activity 1 Read fr elements
Read the text quickly and fill in the blanks.
Wh:_____________________________________________;
What:_____________________________________________;
Where:____________________________________________;
When:_____________________________________________;
Why:______________________________________________;
Hw:______________________________________________;
Activity 2 Read fr plts
Based n the analysis f the text,cmplete the table.
Tips:读故事主线(开端,发展,高潮,结局等)
Hw wuld the prblem be slved?
Frty-three years seems like a lng time t remember the name f a mere friend.I have already frgtten the name f an ld lady wh was a custmer n my paper rute when I was a twelve-year-ld by in Marinette,Wiscnsin back in 1954.Yet it seems like just yesterday that she taught me a lessn in frgiveness that I can nly hpe t pass n t smene else smeday.
On a Saturday afternn,a friend and I were thrwing rcks nt the rf f the ld lady’s huse frm a secret spt in her backyard.The bject f ur play was t bserve hw the rcks changed t missiles as they rlled t the rf’s edge and sht ut int the yard like cmets(彗星) falling frm the sky.
I fund myself a perfectly smth rck and sent it fr a ride.The stne was t smth,hwever,s it slipped frm my hand as I let it g and headed straight fr a small windw n the ld lady’s back prch(走廊).At the sund f brken glass,we tk ff frm the ld lady’s yard faster than any f ur missiles flew ff her rf.(故事发生的开端背景)⇒beginning
I was s scared abut getting caught that I was cncerned abut the ld lady with the brken prch windw all the time that night.Hwever,a few days later,when I was sure that I hadn’t been discvered,I started t feel guilty fr her bad luck.She still greeted me with a smile each day when I gave her the paper,but I was n lnger able t lk int her eyes.
(发展:由于害怕而逃跑,之后又感到愧疚)⇒Develpment
I made up my mind that I wuld save my paper delivery mney,and in three weeks I had the seven dllars that I thught wuld cver the cst f her windw.I put the mney in an envelpe with a nte explaining that I was srry fr breaking her windw and hped that the seven dllars wuld cver the cst fr repairing it.
(高潮:攒钱修玻璃并写信道歉)⇒Climax
Paragraph 1:I waited until it was dark.
Paragraph 2:The next day,I handed the ld lady her paper.
(结局:得到原谅)⇒Ending
Suggested answers:
Activity 3 Read fr characters
Find ut mre detailed descriptin f the tw main characters and cmplete the table.
Step Ⅲ Writing
Based n the text analysis,finish the cntinuatin writing assignment.
I waited until it was dark.____________________________________________
The next day,I handed the ld lady her paper._____________________________
Step Ⅳ Presentatin
Exchange yur writing with yur partner and evaluate each ther’s wrk based n the criteria prvided in the Cntinuatin Writing Evaluatin Table.
写作评价量规
续 表
Step Ⅴ Appreciatin
I waited until it was dark.Since there were few peple n the street,I walked t her yard secretly.Then I walked straight t her mailbx and put the envelpe int it withut any hesitatin.After that,I ran ut f the lady’s yard quickly being scared t be discvered.Lying n my bed,I had gd night because I had taken the stne in my heart ff.
The next day,I handed the ld lady her paper.She said,“By,wait fr a minute!” I was s scared but still waited fr her.She went int her huse and came ut again with a splendid bx.I lked int her eyes with great surprise,nly t find her smiling as usual.I tk the bx frm her,pened it,and fund sme sweets,seven dllars I gave her and a nte saying “I am prud f yu!”.
Step Ⅵ Hmewrk
Plish yur wrk based n peer assessment.
教学反思：
本节课通过巧妙的课堂设计和问题引导，层层递进地引导学生完成文本分析并掌握读后续写的文本分析模式。随后，学生完成个人的度后续写写作，并根据读后续写评价量规完成互评，找到写作的提升点。通过范文赏析，学生能够借鉴并提升语言表达能力。同时，读后续写的篇章材料内容符合本单元“人际关系”的主题，旨在帮助学生认识到自己和同龄人在成长过程中可能会遇到的人际关系问题，从而学会正确看待并解决这些问题。Plt Line
Overview
Beginning
It ges wrse when
(Develpment)
The climax is when
Hw will the prblem be slved?(Ending)
Plt Line
Overview
Beginning
A friend and I were thrwing rcks nt the rf f the ld lady’s huse and brke her windw n the back prch.
It ges wrse when
(Develpment)
They tk ff frm the ld lady’s yard very fast,and I was s scared abut getting caught.
The climax is when
I put the mney in an envelpe with a nte explaining that I was srry fr breaking her windw.
Characters
Details
Persnalities
I (The authr)
The ld lady
Characters
Details
Persnalities
I (The authr)
thrw,bserve,fund a perfectly smth rck,expect
Passinate
(fr explratin)
was s scared abut getting caught,tk ff frm the ld lady’s yard faster (run away)
Cward
(get scared after making mistakes)
feel guilty
Upright (behave with integrity)
made up my mind,save mney,write a nte,ask fr frgiveness
reliable,trustwrthy and hnest
The ld lady
still greeted me with a smile each day
kind-hearted and gd tempered
frgave me
wise and merciful
评价指标
优秀
良好
一般
较差
差
分值
内容
创造了丰富、合理的内容,富有逻辑性,续写完整,与原文情境融洽度高
创造了比较丰富、合理的内容,比较富有逻辑性,续写比较完整,与原文情境融洽度较高
创造了基本合理的内容,有一定的逻辑性,续写基本完整,与原文情境相关
内容和逻辑上有一些重大问题,续写不够完整,与原文情境有一定程度脱节
内容或逻辑上有较多重大问题,或有部分内容抄自原文,续写不完整,与原文情境基本脱节
6
6
4.8
3.6
2.4
1.2
词汇、语法结构
使用了多样并且恰当的词汇和语法结构,如三大从句、非谓语动词、with复合结构、倒装句、强调句等,有个别小错,但完全不影响理解
一半左右的句子使用了高级的词汇和语法结构,允许2-3个大的语法失误,但不影响理解
使用了简单词汇和语法结构,1/3的语言错误,但基本不影响理解
所使用的词汇数量有限,语法结构单调,错误较多,有1/2的句子都是错误的,影响理解
词汇数量有限,语法结构单一,2/3的语法错误,大部分内容无法理解
6
6
4.8
3.6
2.4
1.2
篇章结构、
句间衔接
有效地使用了语句间衔接手段,全文结构清晰,意义连贯
比较有效地使用了语句间衔接手段,全文结构比较清晰,意义比较连贯
基本有效地使用了语句间衔接手段,全文结构基本清晰,意义基本连贯
未能有效地使用语句间衔接手段,全文结构不够清晰,意义不够连贯
几乎没有使用语句间衔接手段,全文结构不清晰,意义不连贯
5
5
4
3
2
1
结尾
哲理式结尾,或寓情于景、以景结情的结局
采用哲理式结尾,以景结情的结尾或自然结尾,出现个别错误,但不影响全文理解
基本揭示了故事结局但偏离主线或严重脱节
缺少结尾或没有设计合理的结尾,语言表述与原文没有任何关联
故事没有结尾
4
4
3.6
2.4
1.6
0.8
评价指标
优秀
良好
一般
较差
差
分值
书写
漂亮、整齐,字母大小保持一致
整齐、干净、工整,修改较少
字母大小不一,修改较多
字迹潦草,难以辨认
乱涂乱画
3
3
2.4
1.8
1.2
0.6
自评/互评/师评
优秀(21—25)
良好(16—20)
一般(11—15)
较差(6—10)
差(1—5)
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