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外研版 (2019)必修 第三册Unit 1 Knowing me, Knowing you教案及反思
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这是一份外研版 (2019)必修 第三册Unit 1 Knowing me, Knowing you教案及反思，共11页。
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 adverbial thrugh bservatin and apply it crrectly in different cntexts and situatins;
2.Cmprehend the general idea f listening materials and gather specific details t cmplete the table;
3.Utilise phrases fr making requests and refusals effectively;
4.Emply the apprpriate structures frm listening materials t describe the prper apprach f managing interpersnal relatinships.
教学重难点：
Guide students t grasp the frms and functins f “-ed”as an adverbial thrugh bservatin, and apply it accurately in authentic cntexts;
Assist students in articulating the prper way t handle interpersnal relatinships.
教学方法：
Task-based language Teaching Methd
课时安排：
One perid
教学过程设计：
Step Ⅰ Lead-in
Activity1 Lk at the sentences and answer the questins.
a.Disappinted by his behaviur,I said all this t my best friend.
b.Apprached in this way,yur friendship will sn be repaired.
1.Wh was disappinted in sentence (a)?
What is apprached in sentence (b)?
2.Why des the authr use -ed instead f -ing here?
Activity 2 Cmpare them with the fllwing sentences and answer the questins.
c.Because I was disappinted by his behaviur,I said all this t my best friend.
d.If it is apprached in this way,yur friendship will sn be repaired.
3.What is the difference between the tw grups f sentences?
4.Why des the authr chse t use -ed instead f an adverbial clause in the reading passage?
Suggested answers:
1.“I” was disappinted in sentence (a).
“Yur friendship” is apprached in sentence (b).
2.Because -ing is used when the actin is dne by the subject f the sentence,while -ed is used when the actin is dne t the subject f the sentence.Here,bth “disappint” and “apprach” are actins dne t the subjects.
3.Sentences (a) and (b) cntain -ed as adverbial while sentences (c) and (d) cntain adverbial clauses.
4.Because -ed makes the sentences shrter and sund mre frmal as written language.
Step Ⅱ Analysis and identificatin
Activity 1 Rewrite the underlined sentences with the -ed frm.
Last week,Anne was attracted by a particular article in a magazine,s she bught it.Three days ag,t cmplete her hmewrk quickly,she grabbed the magazine frm her desk drawer and cpied part f the article withut thinking.Her teacher was very satisfied with her hmewrk.Anne was praised in class,and she felt happy as well as ashamed.Then,the teacher wanted t enter her hmewrk int a writing cmpetitin.Anne was shcked by the decisin and did nt knw what t d.If she tld the truth,the whle class wuld find ut and accuse her f cheating.They wuld lk dwn n her.If she kept silent,maybe n ne wuld ever find
What shuld Anne d?
Suggested answers:
1.Last week,attracted by a particular article in a magazine,Anne bught it.
2.Praised in class,Anne felt happy as well as ashamed.
3.Shcked by the decisin,Anne did nt knw what t d.
Activity 2 Fill in the blanks.
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.Seen frm the tp f the hill,the schl lks like a big garden.
=When it is seen frm the tp f the hill,the schl lks like a big garden.
(2)作原因状语时,可转换为because,as或since等引导的从句。
Eg.Encuraged by the teacher,the girl was very happy.
=As she was encuraged by the teacher,the girl was very happy.
The girl,amazed at the sight,didn’t knw what t say.
=Because she was amazed at the sight,didn’t knw what t say.
(3)作条件状语时,可转换为nce,if或unless等引导的从句。
Eg.Taken accrding t the directins,this painkiller has n side effect.
=If it is taken accrding t the directins,this painkiller has n side effect.
(4)作让步状语时,可转换为thugh,althugh或even if等引导的从句。
Eg.Left alne at hme,Jenny didn’t feel afraid at all.
=Althugh she was left,Jenny didn’t feel afraid at all.
(5)作方式或伴随状语。
Eg.Surrunded by his students,the teacher went int the lab.
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,thugh,althugh,as if,as thugh,even if,if,unless,nce等,构成“连词+过去分词”结构,相当于状语从句的省略,除了befre和after(befre和after在此用法中是介词)。
Eg.
•Even if (I am) invited,I wn’t take part in the party.
•When (they are) expsed t light,ptates will turn green.
•After being heated (heat),water bils.
•Befre being interviewed (interview) fr the jb,yu have t take a language test.
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,annyed,delighted,disappinted,embarrassed,excited,interested,mved,satisfied,shcked,exhausted,wrn ut等。
Eg.
•Grandpa Lin,deeply mved,thanked him again and again.
•Frightened,the girl didn’t dare t sleep alne in her rm.
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。
____________________________________________________
Suggested answers:
(1)Seated at the table,my father and I were talking abut my jb.
(2)Faced with/ Facing difficulties,we must try t vercme them.
(3)Satisfied with what he did,the teacher praised him in class.
Activity 3 Read the plt summary and chse the crrect frm f the wrds.
Inside Out is an animated film abut the five emtins f a girl called Riley:Jy,Sadness,Fear,Disgust and Anger.Influencing/Influenced mainly by Jy,mst f Riley’s memries are happy nes.
Believing/Believed that she is Riley’s mst imprtant emtin,Jy always tries t take the lead.Preventing/Prevented frm playing her rle in Riley’s emtinal develpment,Sadness feels annyed.When Riley mves t a new city,she has a hard time adjusting t her new surrundings.Sadness wants t d her duty but by accident causes the lss f Riley’s happy cre memries with Jy.Nw separating/separated frm her friends and her belved hckey team,Riley starts t feel lst and helpless,and wants t run away frm her parents and new schl.Wrried abut her,Jy and Sadness try t wrk tgether t ensure she gets her cre memries back.
Eventually,realising/realised that every emtin has a rle,Jy understands it is kay fr Riley t feel sad smetimes.Accepting sadness as part f life helps Riley deal with the emtinal cmplexity f grwing up,and settle dwn in her new life.
Suggested answers:
Influenced;Believing;Prevented;separated;realising
Activity 4 Read the tips and underline the wrds that describe behaviur twards thers.
Suggested answers:
1.frgive;aplgise 2.criticise 3.lie 4.judge;understand 5.cmplain
Step Ⅲ Listening
Activity 1 Saying n plitely
Activity 2 Listen t three cnversatins and match them t the pictures.
Suggested answers:
Activity 1 略
Activity 2
Picture a:Cnversatin 2
Picture b:Cnversatin 3
Picture c:Cnversatin 1
Activity 3 Listen again and cmplete the table.
Suggested answers:
1.next week 2.ne mnth 3.a few days 4.cme t the party 5.Saturday 6.prepare fr the trip 7.prject 8.d her prject by herself
Step Ⅳ Discussin
Wrk in pairs.Act ut the cnversatin abut asking fr a favur and refusing plitely.
Student A:Turn t Page 105.
Student B:Turn t Page 109.
□Useful expressins
•Have yu gt a minute?
•Oh,yu
•Um,nt exactly...
•I’m afraid...
•Well,the thing is...
•I think it wuld be better t...
•I was just wndering if yu culd...
•But maybe...
□Learning t learn
If yu have t say n t a request,yur refusal will sund mre plite if yu begin with a statement f regret,such as I’m srry...,I’d really like t, explain why yur answer is n,eg I’m really busy right nw.If pssible,suggest an alternative—Hw abut next week?
Step Ⅴ Hmewrk
Activity 1 语法专练
(1) (catch) in a heavy rain,he was all wet.
(2) (determine) t be admitted int Peking University,he spared n effrts t study hard.
(3)The hunter walked slwly in the frest, (fllw) by his wlf dg/ (fllw) his wlf dg.
(4)Eric walked alng the street, (lse) in thught/ (lse) himself in thught.
(5) (equip) with gd knwledge,he has a bright future.
(6) (remind) nt t miss the flight at 15:20,the manager set ut fr the airprt in a hurry.
(7) (see) frm the windws f the classrm,ur schl is beautiful.
(8) (see) frm the tp f the twer,we can see a sea f flwers at the suth ft f the muntain.
(9) (devte) t her wrk/ (devte) herself t her wrk,she has n time t travel.
(10) (attract) by the beauty f nature,the girl frm Lndn decided t spend anther tw days n the farm.
(11)When (ask) abut it,she culd hardly hld back her tears.
(12)If (separate) frm his best friends fr a lng time,the little by will feel lnely.
(13)Thugh (beat) by the ppsite team,the players were nt discuraged.
(14)Greatly (inspire) by what he said,we are determined t study hard.
(15) (lk) back n all thse difficult times in the past,Ivy culd nt help but let ut a sigh.
Activity 2 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 (lcate) 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 (carry ut) 适量运动的话,我们的健康状况可以得到改善。
_________________________________________________________
Suggested answers:
Activity 1
1.Caught 2.Determined 3.fllwed;fllwing 4.lst;lsing 5.Equipped 6.Reminded 7.Seen 8.Seeing 9.Devted;Devting 10.Attracted 11.asked 12.separated 13.beaten 14.inspired 15.Lking
Activity 2
1.Influenced by him,mre and mre peple fell in lve with utdr activities.
2.Lcated in Shandng Prvince,Munt Tai has been a famus turist attractin.
3.Given mre encuragement,the by culd have behaved better.
4.Prper amunts f exercise,(if) carried ut regularly,can imprve ur health.
Step Ⅵ 语法评价量规
英语语法(过去分词作状语的用法)评价量表
教学反思：
本版块包括语法部分-ed as adverbial（-ed作状语）、词汇部分、Interpersnal relatinships（人际交往）和听说部分Saying n plitely（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。Request
Refusal
1
Tina has t leave her flat 1. .She wants t stay at Kerry’s place.
Kerry thinks that 2. is t lng.Tina is welcme t stay fr 3. .
2
Mike invites Ryan t 4. n 5. .
Ryan cannt cme,because he has t 6. t New Yrk at the weekend.
3
Jane wuld like t see Becky’s 7. fr sme ideas.
Becky refuses because she thinks it is better fr Jane t 8. .
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
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 adverbial thrugh bservatin and apply it crrectly in different cntexts and situatins;
2.Cmprehend the general idea f listening materials and gather specific details t cmplete the table;
3.Utilise phrases fr making requests and refusals effectively;
4.Emply the apprpriate structures frm listening materials t describe the prper apprach f managing interpersnal relatinships.
教学重难点：
Guide students t grasp the frms and functins f “-ed”as an adverbial thrugh bservatin, and apply it accurately in authentic cntexts;
Assist students in articulating the prper way t handle interpersnal relatinships.
教学方法：
Task-based language Teaching Methd
课时安排：
One perid
教学过程设计：
Step Ⅰ Lead-in
Activity1 Lk at the sentences and answer the questins.
a.Disappinted by his behaviur,I said all this t my best friend.
b.Apprached in this way,yur friendship will sn be repaired.
1.Wh was disappinted in sentence (a)?
What is apprached in sentence (b)?
2.Why des the authr use -ed instead f -ing here?
Activity 2 Cmpare them with the fllwing sentences and answer the questins.
c.Because I was disappinted by his behaviur,I said all this t my best friend.
d.If it is apprached in this way,yur friendship will sn be repaired.
3.What is the difference between the tw grups f sentences?
4.Why des the authr chse t use -ed instead f an adverbial clause in the reading passage?
Suggested answers:
1.“I” was disappinted in sentence (a).
“Yur friendship” is apprached in sentence (b).
2.Because -ing is used when the actin is dne by the subject f the sentence,while -ed is used when the actin is dne t the subject f the sentence.Here,bth “disappint” and “apprach” are actins dne t the subjects.
3.Sentences (a) and (b) cntain -ed as adverbial while sentences (c) and (d) cntain adverbial clauses.
4.Because -ed makes the sentences shrter and sund mre frmal as written language.
Step Ⅱ Analysis and identificatin
Activity 1 Rewrite the underlined sentences with the -ed frm.
Last week,Anne was attracted by a particular article in a magazine,s she bught it.Three days ag,t cmplete her hmewrk quickly,she grabbed the magazine frm her desk drawer and cpied part f the article withut thinking.Her teacher was very satisfied with her hmewrk.Anne was praised in class,and she felt happy as well as ashamed.Then,the teacher wanted t enter her hmewrk int a writing cmpetitin.Anne was shcked by the decisin and did nt knw what t d.If she tld the truth,the whle class wuld find ut and accuse her f cheating.They wuld lk dwn n her.If she kept silent,maybe n ne wuld ever find
What shuld Anne d?
Suggested answers:
1.Last week,attracted by a particular article in a magazine,Anne bught it.
2.Praised in class,Anne felt happy as well as ashamed.
3.Shcked by the decisin,Anne did nt knw what t d.
Activity 2 Fill in the blanks.
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.Seen frm the tp f the hill,the schl lks like a big garden.
=When it is seen frm the tp f the hill,the schl lks like a big garden.
(2)作原因状语时,可转换为because,as或since等引导的从句。
Eg.Encuraged by the teacher,the girl was very happy.
=As she was encuraged by the teacher,the girl was very happy.
The girl,amazed at the sight,didn’t knw what t say.
=Because she was amazed at the sight,didn’t knw what t say.
(3)作条件状语时,可转换为nce,if或unless等引导的从句。
Eg.Taken accrding t the directins,this painkiller has n side effect.
=If it is taken accrding t the directins,this painkiller has n side effect.
(4)作让步状语时,可转换为thugh,althugh或even if等引导的从句。
Eg.Left alne at hme,Jenny didn’t feel afraid at all.
=Althugh she was left,Jenny didn’t feel afraid at all.
(5)作方式或伴随状语。
Eg.Surrunded by his students,the teacher went int the lab.
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,thugh,althugh,as if,as thugh,even if,if,unless,nce等,构成“连词+过去分词”结构,相当于状语从句的省略,除了befre和after(befre和after在此用法中是介词)。
Eg.
•Even if (I am) invited,I wn’t take part in the party.
•When (they are) expsed t light,ptates will turn green.
•After being heated (heat),water bils.
•Befre being interviewed (interview) fr the jb,yu have t take a language test.
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,annyed,delighted,disappinted,embarrassed,excited,interested,mved,satisfied,shcked,exhausted,wrn ut等。
Eg.
•Grandpa Lin,deeply mved,thanked him again and again.
•Frightened,the girl didn’t dare t sleep alne in her rm.
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。
____________________________________________________
Suggested answers:
(1)Seated at the table,my father and I were talking abut my jb.
(2)Faced with/ Facing difficulties,we must try t vercme them.
(3)Satisfied with what he did,the teacher praised him in class.
Activity 3 Read the plt summary and chse the crrect frm f the wrds.
Inside Out is an animated film abut the five emtins f a girl called Riley:Jy,Sadness,Fear,Disgust and Anger.Influencing/Influenced mainly by Jy,mst f Riley’s memries are happy nes.
Believing/Believed that she is Riley’s mst imprtant emtin,Jy always tries t take the lead.Preventing/Prevented frm playing her rle in Riley’s emtinal develpment,Sadness feels annyed.When Riley mves t a new city,she has a hard time adjusting t her new surrundings.Sadness wants t d her duty but by accident causes the lss f Riley’s happy cre memries with Jy.Nw separating/separated frm her friends and her belved hckey team,Riley starts t feel lst and helpless,and wants t run away frm her parents and new schl.Wrried abut her,Jy and Sadness try t wrk tgether t ensure she gets her cre memries back.
Eventually,realising/realised that every emtin has a rle,Jy understands it is kay fr Riley t feel sad smetimes.Accepting sadness as part f life helps Riley deal with the emtinal cmplexity f grwing up,and settle dwn in her new life.
Suggested answers:
Influenced;Believing;Prevented;separated;realising
Activity 4 Read the tips and underline the wrds that describe behaviur twards thers.
Suggested answers:
1.frgive;aplgise 2.criticise 3.lie 4.judge;understand 5.cmplain
Step Ⅲ Listening
Activity 1 Saying n plitely
Activity 2 Listen t three cnversatins and match them t the pictures.
Suggested answers:
Activity 1 略
Activity 2
Picture a:Cnversatin 2
Picture b:Cnversatin 3
Picture c:Cnversatin 1
Activity 3 Listen again and cmplete the table.
Suggested answers:
1.next week 2.ne mnth 3.a few days 4.cme t the party 5.Saturday 6.prepare fr the trip 7.prject 8.d her prject by herself
Step Ⅳ Discussin
Wrk in pairs.Act ut the cnversatin abut asking fr a favur and refusing plitely.
Student A:Turn t Page 105.
Student B:Turn t Page 109.
□Useful expressins
•Have yu gt a minute?
•Oh,yu
•Um,nt exactly...
•I’m afraid...
•Well,the thing is...
•I think it wuld be better t...
•I was just wndering if yu culd...
•But maybe...
□Learning t learn
If yu have t say n t a request,yur refusal will sund mre plite if yu begin with a statement f regret,such as I’m srry...,I’d really like t, explain why yur answer is n,eg I’m really busy right nw.If pssible,suggest an alternative—Hw abut next week?
Step Ⅴ Hmewrk
Activity 1 语法专练
(1) (catch) in a heavy rain,he was all wet.
(2) (determine) t be admitted int Peking University,he spared n effrts t study hard.
(3)The hunter walked slwly in the frest, (fllw) by his wlf dg/ (fllw) his wlf dg.
(4)Eric walked alng the street, (lse) in thught/ (lse) himself in thught.
(5) (equip) with gd knwledge,he has a bright future.
(6) (remind) nt t miss the flight at 15:20,the manager set ut fr the airprt in a hurry.
(7) (see) frm the windws f the classrm,ur schl is beautiful.
(8) (see) frm the tp f the twer,we can see a sea f flwers at the suth ft f the muntain.
(9) (devte) t her wrk/ (devte) herself t her wrk,she has n time t travel.
(10) (attract) by the beauty f nature,the girl frm Lndn decided t spend anther tw days n the farm.
(11)When (ask) abut it,she culd hardly hld back her tears.
(12)If (separate) frm his best friends fr a lng time,the little by will feel lnely.
(13)Thugh (beat) by the ppsite team,the players were nt discuraged.
(14)Greatly (inspire) by what he said,we are determined t study hard.
(15) (lk) back n all thse difficult times in the past,Ivy culd nt help but let ut a sigh.
Activity 2 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 (lcate) 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 (carry ut) 适量运动的话,我们的健康状况可以得到改善。
_________________________________________________________
Suggested answers:
Activity 1
1.Caught 2.Determined 3.fllwed;fllwing 4.lst;lsing 5.Equipped 6.Reminded 7.Seen 8.Seeing 9.Devted;Devting 10.Attracted 11.asked 12.separated 13.beaten 14.inspired 15.Lking
Activity 2
1.Influenced by him,mre and mre peple fell in lve with utdr activities.
2.Lcated in Shandng Prvince,Munt Tai has been a famus turist attractin.
3.Given mre encuragement,the by culd have behaved better.
4.Prper amunts f exercise,(if) carried ut regularly,can imprve ur health.
Step Ⅵ 语法评价量规
英语语法(过去分词作状语的用法)评价量表
教学反思：
本版块包括语法部分-ed as adverbial（-ed作状语）、词汇部分、Interpersnal relatinships（人际交往）和听说部分Saying n plitely（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。Request
Refusal
1
Tina has t leave her flat 1. .She wants t stay at Kerry’s place.
Kerry thinks that 2. is t lng.Tina is welcme t stay fr 3. .
2
Mike invites Ryan t 4. n 5. .
Ryan cannt cme,because he has t 6. t New Yrk at the weekend.
3
Jane wuld like t see Becky’s 7. fr sme ideas.
Becky refuses because she thinks it is better fr Jane t 8. .
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
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
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