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英语必修 第三册Unit 2 Making a difference教案及反思
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这是一份英语必修 第三册Unit 2 Making a difference教案及反思，共12页。
Using Language教学设计
教学目标：
By the end f this perid, students will be able t:
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.
教学重难点：
1.Observe and understand the frms and functins f -ed as an attributive adjective, and apply it crrectly in a real cntext;
2.Describe persnal qualities.
教学方法：
Task-based language Teaching Methd
课时安排：
One perid
教学设计：
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?
Suggested answers:
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 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.
Suggested answers:
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 Fill in the blanks.
过去分词作定语
过去分词作定语,性质上相当于形容词,其逻辑主语就是它所修饰的名词或代词。它所修饰的名词、代词与之构成被动关系。
1.过去分词作定语的位置
(1)单个的过去分词作定语时,常常置于所修饰的名词之前,叫作前置定语;而过去分词短语作定语时,常常置于所修饰的名词之后,叫作后置定语。
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)过去分词修饰smething/everything/anything/nthing/smebdy/nbdy等不定代词以及指示代词thse时,要放在这些词的后面。
①He is ne f thse (invite).
②Nthing (reprt) in the newspaper interested him.
2.过去分词作定语的意义
(1)及物动词的过去分词作定语,可以表被动,也可以表被动+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)不及物动词的过去分词作定语时,一般是前置定语,不表示被动,强调动作完成。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)有些动词的过去分词已经转化成形容词,多用来表示人物的心理特征或感情变化。常见的有: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.当过去分词或过去分词短语作定语时,往往可以用定语从句代替。
(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.现在分词、过去分词和不定式作定语的区别
(1)The prblem (discuss) at the meeting tmrrw is f great imprtance.(表示动作将要发生)
(2)The prblem (discuss) at the meeting nw is f great imprtance.(表示动作正在进行)
(3)The prblem (discuss) at the meeting yesterday is f great imprtance.(表示动作已完成)
Suggested answers:
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 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.
Suggested answers:
knwn;based;needed;damaged;develping;living;affected
Activity 4 Read the descriptins and underline the wrds that describe persnal qualities.
Suggested answers:
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
Suggested answers:d,a,c
Activity 3 Listen again and cmplete the frm.
Suggested answers:
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
听力评价量规
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
语法专练
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(福祸).
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.
Suggested answers:
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
Step Ⅵ 语法评价量规
英语语法(过去分词作定语的用法)评价量表
教学反思：
本节课语法部分介绍了两名学生对Ryan基金会的评价；词汇部分通过对四个人物性格的介绍，呈现了与个人品质有关的词汇；听说部分的材料是一段咨询志愿者工作的电话录音，引导学生学习如何在打电话的过程中逐步获取关键信息。通过在真实语境下的过程中逐步获取关键信息。通过在真实语境下的综合技能训练，加深学生对单元主题意义的理解，提高其综合语言运用能力。语法
形式
意义
时间关系
现在分词作定语
ding
表示主动意义
表示动作正在进行;表示经常性的动作或现在(当时)的状态
being
dne
表示被动意义
表示动作正在进行
过去分词
作定语
dne
表示被动意义
表示动作已完成
不定式
作定语
t d
表示主动意义
表示动作将要发生
t be
dne
表示被动意义
表示动作将要发生
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!
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
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
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,快速准确选择正确的信息补全句子
能够基本理解主旨要义,准确选择正确的信息补全句子
能够理解部分主旨要义,未能准确选择正确的信息补全句子
未能理解主旨要义,未能准确选择正确的信息补全句子
获取事实性的具体信息
能够准确获取对话细节信息
(Sarah如何询问志愿者工作)
能够基本获取对话细节信息
能够获取部分对话细节信息
未能获取对话细节信息
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
能够理解说话者的部分意图、观点或态度
未能理解说话者的意图、观点或态度
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定话的概念和意义
能基本理解和把握过去分词作定语的概念和意义
能部分理解和把握过去分词作定语的概念和意义
未能把握过去分词作定语的概念和意义
基本结构
能够非常准确地判断过去分词作定语(过去分词位置等)
能够基本上判断过去分词作定语(过去分词位置等)
能判断部分过去分词作定语(过去分词位置等)
未能判断过去分词作定语(过去分词位置等)
应用
能够精准地识别文章中有关过去分词作定语的用法
能够在大部分情况下正确地识别文章中有关过去分词作定语的用法
在较少的情况下,能够正确识别文章中过去分词作定语的用法
未能在文章中识别过去分词作定语的用法
迁移
能够在作文中非常自如、恰当地使用过去分词作定语
能够在作文中较为恰当地使用过去分词作定语
能够在作文中使用过去分词作定话,但是错误较多
未能在作文中使用过去分词作定语
Using Language教学设计
教学目标：
By the end f this perid, students will be able t:
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.
教学重难点：
1.Observe and understand the frms and functins f -ed as an attributive adjective, and apply it crrectly in a real cntext;
2.Describe persnal qualities.
教学方法：
Task-based language Teaching Methd
课时安排：
One perid
教学设计：
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?
Suggested answers:
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 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.
Suggested answers:
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 Fill in the blanks.
过去分词作定语
过去分词作定语,性质上相当于形容词,其逻辑主语就是它所修饰的名词或代词。它所修饰的名词、代词与之构成被动关系。
1.过去分词作定语的位置
(1)单个的过去分词作定语时,常常置于所修饰的名词之前,叫作前置定语;而过去分词短语作定语时,常常置于所修饰的名词之后,叫作后置定语。
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)过去分词修饰smething/everything/anything/nthing/smebdy/nbdy等不定代词以及指示代词thse时,要放在这些词的后面。
①He is ne f thse (invite).
②Nthing (reprt) in the newspaper interested him.
2.过去分词作定语的意义
(1)及物动词的过去分词作定语,可以表被动,也可以表被动+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)不及物动词的过去分词作定语时,一般是前置定语,不表示被动,强调动作完成。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)有些动词的过去分词已经转化成形容词,多用来表示人物的心理特征或感情变化。常见的有: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.当过去分词或过去分词短语作定语时,往往可以用定语从句代替。
(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.现在分词、过去分词和不定式作定语的区别
(1)The prblem (discuss) at the meeting tmrrw is f great imprtance.(表示动作将要发生)
(2)The prblem (discuss) at the meeting nw is f great imprtance.(表示动作正在进行)
(3)The prblem (discuss) at the meeting yesterday is f great imprtance.(表示动作已完成)
Suggested answers:
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 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.
Suggested answers:
knwn;based;needed;damaged;develping;living;affected
Activity 4 Read the descriptins and underline the wrds that describe persnal qualities.
Suggested answers:
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
Suggested answers:d,a,c
Activity 3 Listen again and cmplete the frm.
Suggested answers:
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
听力评价量规
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
语法专练
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(福祸).
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.
Suggested answers:
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
Step Ⅵ 语法评价量规
英语语法(过去分词作定语的用法)评价量表
教学反思：
本节课语法部分介绍了两名学生对Ryan基金会的评价；词汇部分通过对四个人物性格的介绍，呈现了与个人品质有关的词汇；听说部分的材料是一段咨询志愿者工作的电话录音，引导学生学习如何在打电话的过程中逐步获取关键信息。通过在真实语境下的过程中逐步获取关键信息。通过在真实语境下的综合技能训练，加深学生对单元主题意义的理解，提高其综合语言运用能力。语法
形式
意义
时间关系
现在分词作定语
ding
表示主动意义
表示动作正在进行;表示经常性的动作或现在(当时)的状态
being
dne
表示被动意义
表示动作正在进行
过去分词
作定语
dne
表示被动意义
表示动作已完成
不定式
作定语
t d
表示主动意义
表示动作将要发生
t be
dne
表示被动意义
表示动作将要发生
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!
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
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
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,快速准确选择正确的信息补全句子
能够基本理解主旨要义,准确选择正确的信息补全句子
能够理解部分主旨要义,未能准确选择正确的信息补全句子
未能理解主旨要义,未能准确选择正确的信息补全句子
获取事实性的具体信息
能够准确获取对话细节信息
(Sarah如何询问志愿者工作)
能够基本获取对话细节信息
能够获取部分对话细节信息
未能获取对话细节信息
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
能够理解说话者的部分意图、观点或态度
未能理解说话者的意图、观点或态度
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定话的概念和意义
能基本理解和把握过去分词作定语的概念和意义
能部分理解和把握过去分词作定语的概念和意义
未能把握过去分词作定语的概念和意义
基本结构
能够非常准确地判断过去分词作定语(过去分词位置等)
能够基本上判断过去分词作定语(过去分词位置等)
能判断部分过去分词作定语(过去分词位置等)
未能判断过去分词作定语(过去分词位置等)
应用
能够精准地识别文章中有关过去分词作定语的用法
能够在大部分情况下正确地识别文章中有关过去分词作定语的用法
在较少的情况下,能够正确识别文章中过去分词作定语的用法
未能在文章中识别过去分词作定语的用法
迁移
能够在作文中非常自如、恰当地使用过去分词作定语
能够在作文中较为恰当地使用过去分词作定语
能够在作文中使用过去分词作定话,但是错误较多
未能在作文中使用过去分词作定语
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