还剩22页未读，
继续阅读
高中英语外研版 (2019)必修 第三册Unit 5 What an adventure!教案
展开
这是一份高中英语外研版 (2019)必修 第三册Unit 5 What an adventure!教案，共25页。教案主要包含了活学活用等内容，欢迎下载使用。
Starting ut &Understanding ideas教学设计
教学目标：
By the end f this perid, students will be able t:
1.Watch a vide and extract the key infrmatin frm it;
2.Master map analysis skills;
3.Cmprehend this passage by grasping key infrmatin in details;
4.Enhance critical thinking skills and practise having perspectives and viewpints frm diverse angles.
教学重难点：
Cnclude the persnalities f “Type T”
Understand the purpse and significance f explratin in adventure.
教学方法：
W-P教学法，Task-based Teaching Methd
教学设计：
Step Ⅰ Lead-in
Activity 1 Watch a vide
Watch the vide and answer the questins.
1.What kind f difficulties did Xu Xiake meet?
2.D yu knw any ther great explrers?Share their stries with the class.
Suggested answers:
1.Xu traveled n ft.He ften went withut fd fr days,and suffered bad weather,illness,dangerus animals and even rbbers.
2.Students’ wn answers.
Activity 2 Map analysis
The Suth-east Ridge Rute n Qmlangma
Facts abut Qmlangma
·Qmlangma lies n the brder f Nepal and the Xizang Autnmus Regin f China.
·The best time t climb Qmlangma is in April and May.
·The temperature n the muntain can get as lw as -60℃.
·The first peple cnfirmed t have reached the tp were Edmund Hillary and Tenzing Nrgay in 1953.
Lk at the map and answer the questins.
1.(1)Wh were the first peple cnfirmed t have reached the tp f the muntain?
(2)When did this happen?
2.Why d yu think the climbers need s many camps alng the rute?
3.What else d yu knw abut Qmlangma?Share the infrmatin with the class.
Suggested answers:
1.(1)Edmund Hillary and Tenzing Nrgay.
(2)In 1953.
2.It is such a lng way that it cannt be dne within ne day.The climbers need these camps fr a rest and adapt themselves t the envirnment.
3.Students’ wn answers.
Step Ⅱ While -reading
Activity 1 Read fr detailed infrmatin
Read the passage and find ut what “Type T” persnalities are.
Suggested answer:
“Type T” persnalities,with the “T” standing fr “thrill”,are persnality traits that make peple mre likely t take risks than thers.
Activity 2 Language pints and translatin
1.Fr thse peple,climbing Qmlangma is an experience like n ther,making sme feel weak and thers,pwerful.
【翻译】 对这些人来说,攀登珠穆朗玛峰是一项独一无二的体验,它让一些人感到脆弱的同时也让另一些人感受到强大。
【解析】 making sme feel weak是分词做状语,make后面跟复合宾语。
【活学活用】
(1)_______________________________________
中国修建了更多的高速公路,使人们从一个地方到另一个地方更加方便。
(2)________________________________________
大雨滂沱,导致那个国家洪水泛滥。
2.It frces yu t lk deep inside yurself and figure ut if yu really have the physical,as well as mental,tughness t push when yu want t stp.
【翻译】 它会强迫你去深入地审视自己,弄清楚当你想停下来的时候,你是否真的有身体上和精神上的韧性。
【解析】 figure ut 算出;想出;理解;解决问题
【活学活用】
(1)_________________________________________________
孩子们没有花很多时间就算出了正确的答案。
(2)_________________________________________________
他正在努力想办法解决这个问题。
(3)_________________________________________________
我琢磨不透他为什么要辞掉工作。
(4)_________________________________________________
过了好一会我才明白发生了什么。
Suggested answers:
1.(1)Mre highways have been built in China,making it much easier fr peple t travel frm ne place t anther.
(2)It rained heavily,causing severe flding in that cuntry.
2.(1)It didn’t take the children lng t figure ut the crrect answer.
(2)He’s trying t figure ut a way t slve the prblem.
(3)I can’t figure ut why he quit his jb.
(4)It tk me a while t figure ut what happened.
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:
D yu agree with Mallry’s and Arnette’s pinins?Why?
Suggested answer:
Students’ wn answers.
Step Ⅳ 核心素养专练
课文语法填空,在空白处填入1个适当的单词或括号内单词的正确形式。
Last year,hundreds f peple spent gd mney 1.(climb) Qmlangma,2. experience that they knew wuld include 3. (crwd),discmfrt and danger.
British muntain climber Gerge Mallry insisted that 4. climbers gt frm the adventure was sheer jy.American climber Alan Arnette,5.________________climbed Qmlangma in 2011,believed that muntain climbing culd make peple fcus n what’s imprtant t them.Studies 6._____________(cnduct) recently indicate that risk-taking may be part f human nature,with sme 7. (likely) t take risks than thers.A risk-taking persnality is referred t as “Type T”,with the “T” 8.________________ (stand) fr thrill.Our desire 9. (seek) risks can be cnnected t hw much we expect 10. (benefit) frm the result f it.
Suggested answers:
1.climbing 2.an 3.crwds 4.what 5.wh 6.cnducted 7.mre likely 8.standing 9.t seek 10.t benefit
评价量规
教学反思：
本节阅读课重点在于引导学生掌握并辨析课文中的重难点词汇与表达，并能够灵活运用、造句。同时，本节课通过播放视频的方式引出单元主题，并进一步进行课文的阅读与分析。文章类型为专栏文章，通过举例和引用几位探险家和心理学家说的话，分析探险家的探险“天性”和探险活动的价值。学生通过对课文的学习能够了解关于探险的背景知识，启发学生深入思考，探究单元主题意义。
新外研社版高中英语必修三
Unit 5 What an adventure
Using Language教学设计
教学设计：
By the end f this perid, students will be able t:
1.Identify and summarise the frms and functins f past future thrugh bservatin and apply it crrectly in different cntexts and situatins;
2.Understand the main idea f listening materials and gather specific details t cmplete the table;
3.Learn the basic f first aid,master prper cntents and terms f it in varius emergency situatins;
4.Utilise apprpriate structures t intrduce adventure travel experiences.
教学重难点：
Guide students t understand the frms and functins f past future thrugh bservatin, apply it crrectly in a real cntext;
Guide students t use relevant structures t intrduce adventure travel experiences.
教学方法：
Task-based Language Teaching Methd
课时安排：
One perid
教学设计：
Step Ⅰ Lead-in
Cmpare the tw grups f sentences and answer the questins.Sentences (a) and (b) are frm the reading passage.
a.Last year,hundreds f peple spent gd mney n an experience that they knew wuld include crwds,discmfrt and danger.
b. Arnette,wh climbed Qmlangma in that year and was ging t climb ther high muntains arund the wrld.
c.This year,hundreds f peple will spend gd mney n an experience that they knw will include crwds,discmfrt and danger.
d. Arnette,wh has climbed Qmlangma and is ging t climb ther high muntains arund the wrld.
1.What is the difference between the tw grups f sentences?
2.What clues in the sentences help yu decide which tense t use?
3.Match each grup f sentences t the crrect timeline.
Suggested answers:
1.Sentences in the first grup use past future tense.Sentences in the secnd grup use present future tense.
2.The time adverbials like “Last year”,“in that year” in the first grup;“This year” and the verb frm “has climbed” in the secnd grup are clues t help readers decide which tense t use.
3.a-B b-B c-A d-A
Step Ⅱ Analysis and identificatin
Activity 1 Write the clauses in the crrect rder.
a.which/fr three full days/the strm/wuld last
__________________________________________________
b.remain/there/we wuld/fr many mnths t cme
__________________________________________________
c.wuldn’t/fr a very lng time/be back/we
__________________________________________________
d.frm prt/we/sailing/were
__________________________________________________
Suggested answers:
a.the strm which wuld last fr three full days
b.where we wuld remain fr many mnths t cme
c.we wuldn’t be back fr a very lng time
d.we were sailing frm prt
Activity 2 Cmplete the captain’s memir with the clauses.
It was spring,and 1. .We were excited—nne f us knew that these wuld be ur final days tgether.At first,the waters f the strait were calm and we spent ur days wrking,fishing and playing cards,happily unaware that 2. .At that pint,3. was just a few dark cluds n the hrizn.Hurs later,the waves rse up ver ur ship,breaking it int tw and thrwing us verbard.Chking with water,we swam t the nearest island.4. , hatching plans t escape.
•1-d 2-c 3-a 4-b
Activity 3 Fill in the blanks.
过去将来时
过去将来时表示从过去的某一时间来看将来要发生的动作或呈现的状态,常用于宾语从句中。可以这样理解:过去将来时的出发点是过去,即从过去某一时刻看以后要发生的动作或状态。例如:
(1)She was sixty-six.In three years,she wuld be sixty-nine.
(2)He said he wuld g t the nrth fr the hliday.
一、结构
二、过去将来时的其他几种表达方式
1.was/were ging t d表示过去打算或计划将要做什么。
She said she tw tickets in advance.
2.(1)was/were abut t d表示过去即将发生的动作,意为 “过去正要做某事”,一般不与表示具体时间的时间状语连用,可与when连用。
(2)was/were n the pint f ding 表示“过去正要做某事”。
She waited until he .
3.was/were t d 表示过去计划或安排将要做某事,有时表示“注定”。
He said he his hliday with his elder brther in a week.
4.was/were ding表示过去按计划或安排将要发生的事,常用于以下动词:cme、g、arrive、leave、start等。
He said he at six the next mrning.
5.用某些动词的过去式表示按时刻表或日程表过去将要发生的事。
They tld me the plane at 8 ’clck tmrrw.
【注意】 条件状语从句和时间状语从句中需要用一般过去时代替过去将来时,如:
I didn’t knw when she wuld cme,but when she came I wuld let yu knw.
Suggested answers:
1.was ging t reserve
2.was abut t leave
3.was t arrange
4.was leaving
5.tk ff
Activity 4 Practice
Imagine yu were ne f the sailrs in Activity 1.Answer the captain’s questins using I was ging t...,but...
Suggested answers:
•I was ging t hunt fr fd,but my knee was wunded.
•I was ging t cllect sme water,but I fund there was a hle in the side f the bucket.
•I was ging t put up the tent,but I fund I hadn’t gt a hammer and nails.
•I was ging t build a fire,but suddenly it started t rain.
Activity 5 Lk at the items in the first aid kit and talk abut what they are used fr.
Add anything else that yu think wuld be useful.
Learning first aid is helpful befre yu g n an adventure!
Suggested answers: Students’ wn answers.
Activity 6 Cmplete the first aid guidelines with the wrds and expressins in Activity 5.
FIRST AID GUIDELINES
•Brken arm
T reduce the pain,place a(n) 1. n the arm.If it is t cld,cver it with clth befrehand.It is imprtant t keep the arm still and rigid,s make a sling ut f a(n) 2. .
•Cut
Put pressure n the cut with a clean clth.Once the bleeding has stpped,clean the area ut with fresh water r 3. .Once the wund is cleaned and dry,cver it with a bandage.
•Heatstrke
Take the persn t a cl place and give him/her lts f water t drink.Take the persn’s temperature by putting a(n) 4. under his/her tngue.If it is 40℃ r higher,take the persn t hspital as sn as pssible.
•Insect bite
Wash the area with liquid medicine.If the bite becmes ht,red and itchy,try t cl it dwn.If the bite is painful,give the persn ne r tw t hspital if necessary.
Suggested answers:
1.ice pack 2.bandage 3.cttn wl balls 4.thermmeter 5.painkillers
Step Ⅲ Listening
Activity 1 Amazing rad trips
Activity 2 Listen t the interview and chse the wrds that best describe the speakers’ experiences.
1.Expensive but fun.
2.Difficult and unpleasant.
3.Challenging but rewarding.
Activity 3 Listen again and cmplete the blg.
When we came back,we were asked a lt f questins abut ur adventure.Here we’ll try t answer the mst frequently asked questins.
•Why did yu d it?
We did it t 1._________________.
•Hw did yu prepare?
We really practised a lt!If we weren’t studying,we were 2. .
•What difficulties did yu encunter?
We had t 3. day after day.We als had t face 4. and dangerus falling rcks.5. started frm Chengdu,but three friends gt injured.
What did yu see?
The views were fantastic! The mst impressive nes were thse f 6. .
Hw did yu feel after the trip?
It was the best feeling in the wrld! We had an adventure,raised sme mney and 7. t sme children’s lives.
Suggested answers:
Activity 1 略
Activity 2 3
Activity 3
1.raise mney fr a children’s charity 2.cycling 3.cycle up muntains 4.snwy weather 5.Five f us 6.the snwy muntains 7.helped make a difference
听力评价量规
Step Ⅳ Discussin
Wrk in pairs.Act ut the cnversatin t talk abut the rad trips acrss China.
Student A:Turn t Page 107.
Student B:Turn t Page 112.
Learning t learn
While listening and taking ntes,yu dn’t need t write dwn every wrd in full.Using symbls and abbreviatins can allw yu t take ntes mre quickly.Next time yu need t take ntes,try using sme f these:∵/because,∴/therefre,5/five,↑/up,C20/20th century,20K/twenty thusand,diff./difference.
Step Ⅴ Hmewrk
Activity 1 语法专练
1.He (speak) at the meeting,but his heart attack prevented him.
2.I asked him t give up smking,but he said he _________________(nt d) it.
3.As early as his secnd film,Chaplin had develped his wn manner f acting,the ne that (becme) wrld famus.
4.Helen was delayed by a custmer when she (leave) the ffice.
5.He (tell) me the secret when smene patted him n the shulder.
6.On ur way t the huse,it was raining s hard that we culdn’t help wndering hw lng it (take) t get there.
Activity 2 翻译句子
1.彼得刚要离开办公室,电话铃响了。
2.他宣布他将亲自接管那家公司。
3.我检查了雏鸟,它看起来很好。我的下一项工作是筑个巢并把它固定在树上。
I examined the chick and it seemed fine.
Suggested answers:
Activity 1
1.was ging t speak 2.wuldn’t d 3.was t becme 4.was leaving 5.was abut t tell/was n the pint f telling 6.wuld take
Activity 2
1.Peter was abut t leave/n the pint f leaving the ffice when the telephne rang.
2.He annunced that he wuld persnally take charge f that cmpany.
3.My next wrk was t cnstruct a nest and fix it in a tree.
Step Ⅵ 语法评价量规
英语语法(过去将来时的被动语态)评价量表
续 表
教学反思：
本板块包括语法部分Past future、词汇部分First aid和听说部分Amazing rad trips。语法部分旨在通过语境对比和时间轴图示，结合句子和情境训练加深学生对过去将来时的理解；词汇部分提供了与单元主题相关的急救知识及词汇与表达，帮助学生了解和熟悉生活中的急救方法，积累救生知识，培养生存技能。听说部分是一段访谈，两名学生描述他们完成318国道骑行的经历。通过真实语境下技能的综合训练，帮助学生加深对探险主题的理解，提高其综合语言运用能力。
新外研社版高中英语必修三
Unit 5 What an adventure
Develping ideas教学设计
教学目标：
By the end f this perid,students will be able t:
1.Understand the descriptin f the wrld under the sea and get the main idea f the text;
2.Have a preliminary understanding f the literary genre and language style f science fictin nvels;
3.Experience the prtagnist’s psychlgical feelings,and have a deep thinking n human’s lnging fr explring the underwater wrld.
教学重难点：
Instruct students t have a preliminary understanding f the literary genre and language style f science fictin nvels;
Guide students t experience the prtagnist’s psychlgical feelings, and have a deep thinking n human’s lnging fr explring the underwater wrld.
教学方法：
W-P教学法， Task-based Teaching Methd
教学设计：
Step Ⅰ Lead-in
Read the shrt intrductin t Jules Verne and answer the questins.
Jules Verne(1828—1905) was a French writer best knwn fr his adventure stries. Often called the “Father f Science Fictin”,Verne described in his stries technlgy and inventins years befre they became realities.Verne’s mst famus bks are Jurney t the Centre f the Earth(1864),Twenty Thusand Leagues Under the Sea(1870) and Arund the Wrld in Eighty Days(1873).
1.(1)Have yu read any stries written by Jules Verne?
(2)What are they abut?
2.What amazing things d yu think yu might find in Twenty Thusand Leagues Under the Sea?
Suggested answers: Students’ wn answers.
Step Ⅱ While-reading
Activity 1 Read fr the main idea
Read the passage and underline the key sentences f each paragraph.Find ut what the authr intends t tell us.
Suggested answers:
Activity 1
Para.1
Wrds are nt enugh t relate such wnders!
Para.2
The light,which lit the sil thirty feet belw the surface f the cean,astnished me by its pwer.
The authr intends t tell us the amazing scenery under the sea.
Activity 2 Read fr detailed infrmatin
Cmplete the table with expressins frm the passage.
Suggested answers:
Activity 3 Think and share
Learning t learn
When reading an unfamiliar wrd, first try t use the cntext f the sentence r passage t infer its meaning.Then think abut what ther wrds wuld make sense in the sentence.Parts f the wrd,such as prefixes,wrd rts and suffixes,can als be used t try and wrk ut its meaning.
1.What des the authr mean by“Wrds are nt enugh t relate such wnders”?
2.What d yu think will happen next in the stry?Share yur ideas with the class.
3.What d yu knw abut the wrld beneath the surface f the ceans?
4.Why d yu think peple want t explre this underwater wrld?
Suggested answers:
1.The authr means that the views underwater are s beautiful and such experience is s unique that he can’t find enugh and prper wrds t describe them.
2.Students’ wn answers.
3.Students’ wn answers.
4.Students’ wn answers.
Step Ⅲ Pst-reading
Grup wrk:Imagine yu are the marine bilgist frm the stry walking n the sea bed.Talk abut yur experiences.
1.Plan yur cnversatin by answering the questins.
•What did yu wear and hw did yu breathe?
•Wh did yu g with?
•What did yu see?
•Hw did yu feel?
2.Have the cnversatin with yur partner.Take turns asking each ther questins and respnd t yur partner’s cmments.
3.Give yur talk t the class.
Step Ⅳ Hmewrk
Language pints and translatin
1.Captain Nem walked in frnt,ne f his men fllwing sme steps behind.
【翻译】尼摩船长走在前面,他的一个随从紧随其后。
【解析】独立主格结构:
逻辑主语(名词/代词)+ding/dne/t dadj.
特点:1.逗号隔开;2.独立存在,逻辑主语与主句主语不同。
功能:充当方式、时间、条件、伴随、原因等状语。
【活学活用】
(1)如果天气/时间允许的话,我们明天去野餐。
,we’ll g fr a picnic tmrrw.
(2)考试结束了,我们开始了我们的假期。
,we began ur hliday.
(3)他下周将要去参加一个会议,所有费用由他的公司支付。
He is leaving fr a cnference next week,all expenses (pay) by his cmpany.
(4)我们正在上课,门敞开着。
We are having ur class, .
(5)老师走进教室,手里拿着一本书。
The teacher came int the classrm, .
2.I n lnger felt the weight f my clthes,r f my shes,f my air supply,r my thick helmet,inside which my head shk like a nut in its shell.
【翻译】 我再也感觉不到我的衣服、鞋子、氧气罐和厚重头盔的重量,我的头在头盔里就像坚果在壳里那样摇晃。
【解析】 使用“介词+关系代词”结构引导定语从句时,关系代词只能用whm(先行词指人),which(先行词指物)和whse(表示所属关系)。
【活学活用】
(1)Jhn invited abut 40 peple t his wedding, (大多数) are family members.
(2)This is my pair f glasses, (没有它) I cannt see clearly.
(3)With the fast develpment f agriculture,the peple, (在他们的村里) she taught 10 years ag,have lived a happy life.
Suggested answers:
1.(1)Weather/Time permitting (2)The test finished/ver (3)t be paid (4)the dr pen (5)a bk in his hand/bk in hand
2.(1)mst f whm (2)withut which (3)in whse village
Step Ⅴ 评价量规
教学反思：
本板块课文是文学名著选读，语篇类型为科幻故事。课文根据法国作家Jules Verne的科幻小说《海底两万里》的选段改写，通过Arnnax教授等人跟随Nem船长在海底漫步的视角，呈现了海底的景色，着重描述了阳光透过水面的光线变化和在海床上行走的感受。学生通过文章学习能够初步了解科幻小说的语言风格及谋篇布局的方式，体会主人公的心理感受，并深入思考人们探索海底世界的动机。
新外研社版高中英语必修三
Unit 5 What an adventure
Presenting ideas教学设计
教学目标：
By the end f this perid,students will be able t:
1.Deepen yur understanding f the theme f explratin and tell an adventure stry;
2.Use the language learned in this unit and use the prvided picture prmpts t describe the adventure experiences,psychlgical prcesses and emtinal changes f the stry.
教学重难点：
Help students t tell stry,recunt the adventure experiences,psychlgical prcesses and emtinal changes during the stry;
Guide students t make reasnable evaluatins f their learning behavir and effectiveness frm aspects such as language ability and thinking quality.
教学方法：
Task-based Language Teaching Methd
教学设计：
Step Ⅰ Lead-in
Watch an vide titled “Survivr Games”.
Step Ⅱ Preparatin
Activity 1 Make ntes
Think f an adventure stry yu have read r heard and make ntes.Lk at the pictures fr ideas.
Activity 2 Grup wrk
Wrk in grups.Tell yur stry t ther grup members.Use the ntes in Activity 1 and the expressins in the bx t help yu.
Useful expressins
•The her/herine f my stry is...
•This is hw it all began...
•He/She was suddenly...
•T make a lng stry shrt,...
•It was a(n) exciting/scary/memrable/impressive experience!
•It made me feel...
Step Ⅲ Presentatin
Chse ne stry as yur grup stry and present it t the class,and then peer-assess each ther’s wrks based n the evaluatin table.
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 items in first aid kit and their uses
□talk abut adventure experiences
□write abut a diving experience
□evaluate the benefits and risks f adventurus activities
□cultivate a spirit f explratin
2.I’ve learnt t make use f the fllwing wrds and expressins:
3.I still need t imprve:
Step Ⅴ Hmewrk
Make a pster abut a mdern-day adventurer
Frm the first explrers t tday’s travellers,humans have always had a desire t discver new places and experiences.This adventurus spirit is part f what drives understanding,learning and prgress.Even tday,there are still many adventurers cnstantly pushing human limits.Make a pster abut a mdern-day adventurer and find ut mre abut this big,exciting wrld.
教学反思：
本板块重点训练学生的表达技能，要求学生讲一个探险故事，在组内分享，然后小组推选出一个故事并在全班分享。通过完成本板块的活动，学生复习巩固本单元所学内容，并在真实的情境下加以运用和实践。Reflectin板块引导学生在本单元的学习过程中和结束时分别对自己的学习行为和效果作出评估、分析，对自己的优缺点和得失进行深入反思。
学习目标
目标达成评价等级
A
B
C
D
Watch a vide and extract the key infrmatin frm it;
Master map analysis skills;
Cmprehend this passage by grasping key infrmatin in details;
Enhance critical thinking skills and practise having perspectives and viewpints frm diverse angles.
肯定式
主语+shuld/wuld+d+其他……
•He hped the cncert wuld have a relaxed atmsphere.
•We said we shuld finish the wrk sn.
否定式
主语+shuld nt/wuld nt+d+其他……
They tld me that they prbably wuldn’t cme.
一般
疑问式
Wuld/shuld+主语+d+其他?
Wuld he turn up at the meeting n time if he tk a taxi then?
特殊
疑问式
特殊疑问词+wuld/shuld+主语+d+其他……?
What wuld yu d if yu were there that time?
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(对话主要内容是什么)
能够基本理解主旨要义(对话主要内容是什么)
能够理解部分主旨要义(对话主要内容是什么)
未能理解主旨要义(对话主要内容是什么)
获取事实性的具体信息
能够准确获取对话细节信息
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将来时被动语态的意义
能基本理解和把握过去将来时被动语态的意义
能部分理解和把握过去将来时被动语态的意义
基本未能把握过去将来时被动语态的意义
评价指标
优
良
中
差
自评
互评
师评
基本结构
能够非常准确地掌握过去将来时被动语态的肯定、否定、一般疑问和特殊疑问结构
能够基本上掌握过去将来时被动语态的肯定、否定、一般疑问和特殊疑问结构
能掌握部分过去将来时被动语态的肯定、否定、一般疑问和特殊疑问结构
基本未了解过去将来时被动语态的肯定、否定、一般疑问和特殊疑问结构
应用
能够精准地识别文章和高考语法填空中的过去将来时被动语态
能够在大部分情况下正确地识别文章和高考语法填空中的过去将来时被动语态
较少的情况下,能够正确地识别文章和高考语法填空中的过去将来时被动语态
未能在文章和高考语法填空中识别过去将来时的被动语态
迁移
能够在作文中非常自如、恰当地使用过去将来时的被动语态
能够在作文中较为恰当地使用过去将来时的被动语态
能够在作文中使用过去将来时的被动语态,但是错误较多
在作文中基本上未能正确使用过去将来时的被动语态
Adventures under the sea
Actins
Feelings
Views
walked under the waters
n lnger felt the weight
slar rays shne thrugh the watery mass easily
Adventures under the sea
Actins
Feelings
Views
walked under the waters
walking n fine,even sand
n lnger felt the weight
astnished me nt wrinkled,as n a flat shre
as if I was in brad daylight
slar rays shne thrugh the watery mass easily
•Beynd that the clurs darkened int fine shades f deep blue,and gradually disappeared.
•Abve me was the calm surface f the sea.
•This dazzling away the rays f the sun with wnderful intensity...
学习目标
目标达成评价等级
A
B
C
D
Understand the descriptin f the wrld under the sea and get the main idea f the text;
Have a preliminary understanding f the literary genre and language style f science fictin nvels;
Experience the prtagnist’s psychlgical feelings,and have a deeper thinking n human’s lnging fr explring the underwater wrld.
Main character(s)
Time
Place
What happened?
What d yu think
abut the stry?
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
Starting ut &Understanding ideas教学设计
教学目标：
By the end f this perid, students will be able t:
1.Watch a vide and extract the key infrmatin frm it;
2.Master map analysis skills;
3.Cmprehend this passage by grasping key infrmatin in details;
4.Enhance critical thinking skills and practise having perspectives and viewpints frm diverse angles.
教学重难点：
Cnclude the persnalities f “Type T”
Understand the purpse and significance f explratin in adventure.
教学方法：
W-P教学法，Task-based Teaching Methd
教学设计：
Step Ⅰ Lead-in
Activity 1 Watch a vide
Watch the vide and answer the questins.
1.What kind f difficulties did Xu Xiake meet?
2.D yu knw any ther great explrers?Share their stries with the class.
Suggested answers:
1.Xu traveled n ft.He ften went withut fd fr days,and suffered bad weather,illness,dangerus animals and even rbbers.
2.Students’ wn answers.
Activity 2 Map analysis
The Suth-east Ridge Rute n Qmlangma
Facts abut Qmlangma
·Qmlangma lies n the brder f Nepal and the Xizang Autnmus Regin f China.
·The best time t climb Qmlangma is in April and May.
·The temperature n the muntain can get as lw as -60℃.
·The first peple cnfirmed t have reached the tp were Edmund Hillary and Tenzing Nrgay in 1953.
Lk at the map and answer the questins.
1.(1)Wh were the first peple cnfirmed t have reached the tp f the muntain?
(2)When did this happen?
2.Why d yu think the climbers need s many camps alng the rute?
3.What else d yu knw abut Qmlangma?Share the infrmatin with the class.
Suggested answers:
1.(1)Edmund Hillary and Tenzing Nrgay.
(2)In 1953.
2.It is such a lng way that it cannt be dne within ne day.The climbers need these camps fr a rest and adapt themselves t the envirnment.
3.Students’ wn answers.
Step Ⅱ While -reading
Activity 1 Read fr detailed infrmatin
Read the passage and find ut what “Type T” persnalities are.
Suggested answer:
“Type T” persnalities,with the “T” standing fr “thrill”,are persnality traits that make peple mre likely t take risks than thers.
Activity 2 Language pints and translatin
1.Fr thse peple,climbing Qmlangma is an experience like n ther,making sme feel weak and thers,pwerful.
【翻译】 对这些人来说,攀登珠穆朗玛峰是一项独一无二的体验,它让一些人感到脆弱的同时也让另一些人感受到强大。
【解析】 making sme feel weak是分词做状语,make后面跟复合宾语。
【活学活用】
(1)_______________________________________
中国修建了更多的高速公路,使人们从一个地方到另一个地方更加方便。
(2)________________________________________
大雨滂沱,导致那个国家洪水泛滥。
2.It frces yu t lk deep inside yurself and figure ut if yu really have the physical,as well as mental,tughness t push when yu want t stp.
【翻译】 它会强迫你去深入地审视自己,弄清楚当你想停下来的时候,你是否真的有身体上和精神上的韧性。
【解析】 figure ut 算出;想出;理解;解决问题
【活学活用】
(1)_________________________________________________
孩子们没有花很多时间就算出了正确的答案。
(2)_________________________________________________
他正在努力想办法解决这个问题。
(3)_________________________________________________
我琢磨不透他为什么要辞掉工作。
(4)_________________________________________________
过了好一会我才明白发生了什么。
Suggested answers:
1.(1)Mre highways have been built in China,making it much easier fr peple t travel frm ne place t anther.
(2)It rained heavily,causing severe flding in that cuntry.
2.(1)It didn’t take the children lng t figure ut the crrect answer.
(2)He’s trying t figure ut a way t slve the prblem.
(3)I can’t figure ut why he quit his jb.
(4)It tk me a while t figure ut what happened.
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:
D yu agree with Mallry’s and Arnette’s pinins?Why?
Suggested answer:
Students’ wn answers.
Step Ⅳ 核心素养专练
课文语法填空,在空白处填入1个适当的单词或括号内单词的正确形式。
Last year,hundreds f peple spent gd mney 1.(climb) Qmlangma,2. experience that they knew wuld include 3. (crwd),discmfrt and danger.
British muntain climber Gerge Mallry insisted that 4. climbers gt frm the adventure was sheer jy.American climber Alan Arnette,5.________________climbed Qmlangma in 2011,believed that muntain climbing culd make peple fcus n what’s imprtant t them.Studies 6._____________(cnduct) recently indicate that risk-taking may be part f human nature,with sme 7. (likely) t take risks than thers.A risk-taking persnality is referred t as “Type T”,with the “T” 8.________________ (stand) fr thrill.Our desire 9. (seek) risks can be cnnected t hw much we expect 10. (benefit) frm the result f it.
Suggested answers:
1.climbing 2.an 3.crwds 4.what 5.wh 6.cnducted 7.mre likely 8.standing 9.t seek 10.t benefit
评价量规
教学反思：
本节阅读课重点在于引导学生掌握并辨析课文中的重难点词汇与表达，并能够灵活运用、造句。同时，本节课通过播放视频的方式引出单元主题，并进一步进行课文的阅读与分析。文章类型为专栏文章，通过举例和引用几位探险家和心理学家说的话，分析探险家的探险“天性”和探险活动的价值。学生通过对课文的学习能够了解关于探险的背景知识，启发学生深入思考，探究单元主题意义。
新外研社版高中英语必修三
Unit 5 What an adventure
Using Language教学设计
教学设计：
By the end f this perid, students will be able t:
1.Identify and summarise the frms and functins f past future thrugh bservatin and apply it crrectly in different cntexts and situatins;
2.Understand the main idea f listening materials and gather specific details t cmplete the table;
3.Learn the basic f first aid,master prper cntents and terms f it in varius emergency situatins;
4.Utilise apprpriate structures t intrduce adventure travel experiences.
教学重难点：
Guide students t understand the frms and functins f past future thrugh bservatin, apply it crrectly in a real cntext;
Guide students t use relevant structures t intrduce adventure travel experiences.
教学方法：
Task-based Language Teaching Methd
课时安排：
One perid
教学设计：
Step Ⅰ Lead-in
Cmpare the tw grups f sentences and answer the questins.Sentences (a) and (b) are frm the reading passage.
a.Last year,hundreds f peple spent gd mney n an experience that they knew wuld include crwds,discmfrt and danger.
b. Arnette,wh climbed Qmlangma in that year and was ging t climb ther high muntains arund the wrld.
c.This year,hundreds f peple will spend gd mney n an experience that they knw will include crwds,discmfrt and danger.
d. Arnette,wh has climbed Qmlangma and is ging t climb ther high muntains arund the wrld.
1.What is the difference between the tw grups f sentences?
2.What clues in the sentences help yu decide which tense t use?
3.Match each grup f sentences t the crrect timeline.
Suggested answers:
1.Sentences in the first grup use past future tense.Sentences in the secnd grup use present future tense.
2.The time adverbials like “Last year”,“in that year” in the first grup;“This year” and the verb frm “has climbed” in the secnd grup are clues t help readers decide which tense t use.
3.a-B b-B c-A d-A
Step Ⅱ Analysis and identificatin
Activity 1 Write the clauses in the crrect rder.
a.which/fr three full days/the strm/wuld last
__________________________________________________
b.remain/there/we wuld/fr many mnths t cme
__________________________________________________
c.wuldn’t/fr a very lng time/be back/we
__________________________________________________
d.frm prt/we/sailing/were
__________________________________________________
Suggested answers:
a.the strm which wuld last fr three full days
b.where we wuld remain fr many mnths t cme
c.we wuldn’t be back fr a very lng time
d.we were sailing frm prt
Activity 2 Cmplete the captain’s memir with the clauses.
It was spring,and 1. .We were excited—nne f us knew that these wuld be ur final days tgether.At first,the waters f the strait were calm and we spent ur days wrking,fishing and playing cards,happily unaware that 2. .At that pint,3. was just a few dark cluds n the hrizn.Hurs later,the waves rse up ver ur ship,breaking it int tw and thrwing us verbard.Chking with water,we swam t the nearest island.4. , hatching plans t escape.
•1-d 2-c 3-a 4-b
Activity 3 Fill in the blanks.
过去将来时
过去将来时表示从过去的某一时间来看将来要发生的动作或呈现的状态,常用于宾语从句中。可以这样理解:过去将来时的出发点是过去,即从过去某一时刻看以后要发生的动作或状态。例如:
(1)She was sixty-six.In three years,she wuld be sixty-nine.
(2)He said he wuld g t the nrth fr the hliday.
一、结构
二、过去将来时的其他几种表达方式
1.was/were ging t d表示过去打算或计划将要做什么。
She said she tw tickets in advance.
2.(1)was/were abut t d表示过去即将发生的动作,意为 “过去正要做某事”,一般不与表示具体时间的时间状语连用,可与when连用。
(2)was/were n the pint f ding 表示“过去正要做某事”。
She waited until he .
3.was/were t d 表示过去计划或安排将要做某事,有时表示“注定”。
He said he his hliday with his elder brther in a week.
4.was/were ding表示过去按计划或安排将要发生的事,常用于以下动词:cme、g、arrive、leave、start等。
He said he at six the next mrning.
5.用某些动词的过去式表示按时刻表或日程表过去将要发生的事。
They tld me the plane at 8 ’clck tmrrw.
【注意】 条件状语从句和时间状语从句中需要用一般过去时代替过去将来时,如:
I didn’t knw when she wuld cme,but when she came I wuld let yu knw.
Suggested answers:
1.was ging t reserve
2.was abut t leave
3.was t arrange
4.was leaving
5.tk ff
Activity 4 Practice
Imagine yu were ne f the sailrs in Activity 1.Answer the captain’s questins using I was ging t...,but...
Suggested answers:
•I was ging t hunt fr fd,but my knee was wunded.
•I was ging t cllect sme water,but I fund there was a hle in the side f the bucket.
•I was ging t put up the tent,but I fund I hadn’t gt a hammer and nails.
•I was ging t build a fire,but suddenly it started t rain.
Activity 5 Lk at the items in the first aid kit and talk abut what they are used fr.
Add anything else that yu think wuld be useful.
Learning first aid is helpful befre yu g n an adventure!
Suggested answers: Students’ wn answers.
Activity 6 Cmplete the first aid guidelines with the wrds and expressins in Activity 5.
FIRST AID GUIDELINES
•Brken arm
T reduce the pain,place a(n) 1. n the arm.If it is t cld,cver it with clth befrehand.It is imprtant t keep the arm still and rigid,s make a sling ut f a(n) 2. .
•Cut
Put pressure n the cut with a clean clth.Once the bleeding has stpped,clean the area ut with fresh water r 3. .Once the wund is cleaned and dry,cver it with a bandage.
•Heatstrke
Take the persn t a cl place and give him/her lts f water t drink.Take the persn’s temperature by putting a(n) 4. under his/her tngue.If it is 40℃ r higher,take the persn t hspital as sn as pssible.
•Insect bite
Wash the area with liquid medicine.If the bite becmes ht,red and itchy,try t cl it dwn.If the bite is painful,give the persn ne r tw t hspital if necessary.
Suggested answers:
1.ice pack 2.bandage 3.cttn wl balls 4.thermmeter 5.painkillers
Step Ⅲ Listening
Activity 1 Amazing rad trips
Activity 2 Listen t the interview and chse the wrds that best describe the speakers’ experiences.
1.Expensive but fun.
2.Difficult and unpleasant.
3.Challenging but rewarding.
Activity 3 Listen again and cmplete the blg.
When we came back,we were asked a lt f questins abut ur adventure.Here we’ll try t answer the mst frequently asked questins.
•Why did yu d it?
We did it t 1._________________.
•Hw did yu prepare?
We really practised a lt!If we weren’t studying,we were 2. .
•What difficulties did yu encunter?
We had t 3. day after day.We als had t face 4. and dangerus falling rcks.5. started frm Chengdu,but three friends gt injured.
What did yu see?
The views were fantastic! The mst impressive nes were thse f 6. .
Hw did yu feel after the trip?
It was the best feeling in the wrld! We had an adventure,raised sme mney and 7. t sme children’s lives.
Suggested answers:
Activity 1 略
Activity 2 3
Activity 3
1.raise mney fr a children’s charity 2.cycling 3.cycle up muntains 4.snwy weather 5.Five f us 6.the snwy muntains 7.helped make a difference
听力评价量规
Step Ⅳ Discussin
Wrk in pairs.Act ut the cnversatin t talk abut the rad trips acrss China.
Student A:Turn t Page 107.
Student B:Turn t Page 112.
Learning t learn
While listening and taking ntes,yu dn’t need t write dwn every wrd in full.Using symbls and abbreviatins can allw yu t take ntes mre quickly.Next time yu need t take ntes,try using sme f these:∵/because,∴/therefre,5/five,↑/up,C20/20th century,20K/twenty thusand,diff./difference.
Step Ⅴ Hmewrk
Activity 1 语法专练
1.He (speak) at the meeting,but his heart attack prevented him.
2.I asked him t give up smking,but he said he _________________(nt d) it.
3.As early as his secnd film,Chaplin had develped his wn manner f acting,the ne that (becme) wrld famus.
4.Helen was delayed by a custmer when she (leave) the ffice.
5.He (tell) me the secret when smene patted him n the shulder.
6.On ur way t the huse,it was raining s hard that we culdn’t help wndering hw lng it (take) t get there.
Activity 2 翻译句子
1.彼得刚要离开办公室,电话铃响了。
2.他宣布他将亲自接管那家公司。
3.我检查了雏鸟,它看起来很好。我的下一项工作是筑个巢并把它固定在树上。
I examined the chick and it seemed fine.
Suggested answers:
Activity 1
1.was ging t speak 2.wuldn’t d 3.was t becme 4.was leaving 5.was abut t tell/was n the pint f telling 6.wuld take
Activity 2
1.Peter was abut t leave/n the pint f leaving the ffice when the telephne rang.
2.He annunced that he wuld persnally take charge f that cmpany.
3.My next wrk was t cnstruct a nest and fix it in a tree.
Step Ⅵ 语法评价量规
英语语法(过去将来时的被动语态)评价量表
续 表
教学反思：
本板块包括语法部分Past future、词汇部分First aid和听说部分Amazing rad trips。语法部分旨在通过语境对比和时间轴图示，结合句子和情境训练加深学生对过去将来时的理解；词汇部分提供了与单元主题相关的急救知识及词汇与表达，帮助学生了解和熟悉生活中的急救方法，积累救生知识，培养生存技能。听说部分是一段访谈，两名学生描述他们完成318国道骑行的经历。通过真实语境下技能的综合训练，帮助学生加深对探险主题的理解，提高其综合语言运用能力。
新外研社版高中英语必修三
Unit 5 What an adventure
Develping ideas教学设计
教学目标：
By the end f this perid,students will be able t:
1.Understand the descriptin f the wrld under the sea and get the main idea f the text;
2.Have a preliminary understanding f the literary genre and language style f science fictin nvels;
3.Experience the prtagnist’s psychlgical feelings,and have a deep thinking n human’s lnging fr explring the underwater wrld.
教学重难点：
Instruct students t have a preliminary understanding f the literary genre and language style f science fictin nvels;
Guide students t experience the prtagnist’s psychlgical feelings, and have a deep thinking n human’s lnging fr explring the underwater wrld.
教学方法：
W-P教学法， Task-based Teaching Methd
教学设计：
Step Ⅰ Lead-in
Read the shrt intrductin t Jules Verne and answer the questins.
Jules Verne(1828—1905) was a French writer best knwn fr his adventure stries. Often called the “Father f Science Fictin”,Verne described in his stries technlgy and inventins years befre they became realities.Verne’s mst famus bks are Jurney t the Centre f the Earth(1864),Twenty Thusand Leagues Under the Sea(1870) and Arund the Wrld in Eighty Days(1873).
1.(1)Have yu read any stries written by Jules Verne?
(2)What are they abut?
2.What amazing things d yu think yu might find in Twenty Thusand Leagues Under the Sea?
Suggested answers: Students’ wn answers.
Step Ⅱ While-reading
Activity 1 Read fr the main idea
Read the passage and underline the key sentences f each paragraph.Find ut what the authr intends t tell us.
Suggested answers:
Activity 1
Para.1
Wrds are nt enugh t relate such wnders!
Para.2
The light,which lit the sil thirty feet belw the surface f the cean,astnished me by its pwer.
The authr intends t tell us the amazing scenery under the sea.
Activity 2 Read fr detailed infrmatin
Cmplete the table with expressins frm the passage.
Suggested answers:
Activity 3 Think and share
Learning t learn
When reading an unfamiliar wrd, first try t use the cntext f the sentence r passage t infer its meaning.Then think abut what ther wrds wuld make sense in the sentence.Parts f the wrd,such as prefixes,wrd rts and suffixes,can als be used t try and wrk ut its meaning.
1.What des the authr mean by“Wrds are nt enugh t relate such wnders”?
2.What d yu think will happen next in the stry?Share yur ideas with the class.
3.What d yu knw abut the wrld beneath the surface f the ceans?
4.Why d yu think peple want t explre this underwater wrld?
Suggested answers:
1.The authr means that the views underwater are s beautiful and such experience is s unique that he can’t find enugh and prper wrds t describe them.
2.Students’ wn answers.
3.Students’ wn answers.
4.Students’ wn answers.
Step Ⅲ Pst-reading
Grup wrk:Imagine yu are the marine bilgist frm the stry walking n the sea bed.Talk abut yur experiences.
1.Plan yur cnversatin by answering the questins.
•What did yu wear and hw did yu breathe?
•Wh did yu g with?
•What did yu see?
•Hw did yu feel?
2.Have the cnversatin with yur partner.Take turns asking each ther questins and respnd t yur partner’s cmments.
3.Give yur talk t the class.
Step Ⅳ Hmewrk
Language pints and translatin
1.Captain Nem walked in frnt,ne f his men fllwing sme steps behind.
【翻译】尼摩船长走在前面,他的一个随从紧随其后。
【解析】独立主格结构:
逻辑主语(名词/代词)+ding/dne/t dadj.
特点:1.逗号隔开;2.独立存在,逻辑主语与主句主语不同。
功能:充当方式、时间、条件、伴随、原因等状语。
【活学活用】
(1)如果天气/时间允许的话,我们明天去野餐。
,we’ll g fr a picnic tmrrw.
(2)考试结束了,我们开始了我们的假期。
,we began ur hliday.
(3)他下周将要去参加一个会议,所有费用由他的公司支付。
He is leaving fr a cnference next week,all expenses (pay) by his cmpany.
(4)我们正在上课,门敞开着。
We are having ur class, .
(5)老师走进教室,手里拿着一本书。
The teacher came int the classrm, .
2.I n lnger felt the weight f my clthes,r f my shes,f my air supply,r my thick helmet,inside which my head shk like a nut in its shell.
【翻译】 我再也感觉不到我的衣服、鞋子、氧气罐和厚重头盔的重量,我的头在头盔里就像坚果在壳里那样摇晃。
【解析】 使用“介词+关系代词”结构引导定语从句时,关系代词只能用whm(先行词指人),which(先行词指物)和whse(表示所属关系)。
【活学活用】
(1)Jhn invited abut 40 peple t his wedding, (大多数) are family members.
(2)This is my pair f glasses, (没有它) I cannt see clearly.
(3)With the fast develpment f agriculture,the peple, (在他们的村里) she taught 10 years ag,have lived a happy life.
Suggested answers:
1.(1)Weather/Time permitting (2)The test finished/ver (3)t be paid (4)the dr pen (5)a bk in his hand/bk in hand
2.(1)mst f whm (2)withut which (3)in whse village
Step Ⅴ 评价量规
教学反思：
本板块课文是文学名著选读，语篇类型为科幻故事。课文根据法国作家Jules Verne的科幻小说《海底两万里》的选段改写，通过Arnnax教授等人跟随Nem船长在海底漫步的视角，呈现了海底的景色，着重描述了阳光透过水面的光线变化和在海床上行走的感受。学生通过文章学习能够初步了解科幻小说的语言风格及谋篇布局的方式，体会主人公的心理感受，并深入思考人们探索海底世界的动机。
新外研社版高中英语必修三
Unit 5 What an adventure
Presenting ideas教学设计
教学目标：
By the end f this perid,students will be able t:
1.Deepen yur understanding f the theme f explratin and tell an adventure stry;
2.Use the language learned in this unit and use the prvided picture prmpts t describe the adventure experiences,psychlgical prcesses and emtinal changes f the stry.
教学重难点：
Help students t tell stry,recunt the adventure experiences,psychlgical prcesses and emtinal changes during the stry;
Guide students t make reasnable evaluatins f their learning behavir and effectiveness frm aspects such as language ability and thinking quality.
教学方法：
Task-based Language Teaching Methd
教学设计：
Step Ⅰ Lead-in
Watch an vide titled “Survivr Games”.
Step Ⅱ Preparatin
Activity 1 Make ntes
Think f an adventure stry yu have read r heard and make ntes.Lk at the pictures fr ideas.
Activity 2 Grup wrk
Wrk in grups.Tell yur stry t ther grup members.Use the ntes in Activity 1 and the expressins in the bx t help yu.
Useful expressins
•The her/herine f my stry is...
•This is hw it all began...
•He/She was suddenly...
•T make a lng stry shrt,...
•It was a(n) exciting/scary/memrable/impressive experience!
•It made me feel...
Step Ⅲ Presentatin
Chse ne stry as yur grup stry and present it t the class,and then peer-assess each ther’s wrks based n the evaluatin table.
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 items in first aid kit and their uses
□talk abut adventure experiences
□write abut a diving experience
□evaluate the benefits and risks f adventurus activities
□cultivate a spirit f explratin
2.I’ve learnt t make use f the fllwing wrds and expressins:
3.I still need t imprve:
Step Ⅴ Hmewrk
Make a pster abut a mdern-day adventurer
Frm the first explrers t tday’s travellers,humans have always had a desire t discver new places and experiences.This adventurus spirit is part f what drives understanding,learning and prgress.Even tday,there are still many adventurers cnstantly pushing human limits.Make a pster abut a mdern-day adventurer and find ut mre abut this big,exciting wrld.
教学反思：
本板块重点训练学生的表达技能，要求学生讲一个探险故事，在组内分享，然后小组推选出一个故事并在全班分享。通过完成本板块的活动，学生复习巩固本单元所学内容，并在真实的情境下加以运用和实践。Reflectin板块引导学生在本单元的学习过程中和结束时分别对自己的学习行为和效果作出评估、分析，对自己的优缺点和得失进行深入反思。
学习目标
目标达成评价等级
A
B
C
D
Watch a vide and extract the key infrmatin frm it;
Master map analysis skills;
Cmprehend this passage by grasping key infrmatin in details;
Enhance critical thinking skills and practise having perspectives and viewpints frm diverse angles.
肯定式
主语+shuld/wuld+d+其他……
•He hped the cncert wuld have a relaxed atmsphere.
•We said we shuld finish the wrk sn.
否定式
主语+shuld nt/wuld nt+d+其他……
They tld me that they prbably wuldn’t cme.
一般
疑问式
Wuld/shuld+主语+d+其他?
Wuld he turn up at the meeting n time if he tk a taxi then?
特殊
疑问式
特殊疑问词+wuld/shuld+主语+d+其他……?
What wuld yu d if yu were there that time?
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(对话主要内容是什么)
能够基本理解主旨要义(对话主要内容是什么)
能够理解部分主旨要义(对话主要内容是什么)
未能理解主旨要义(对话主要内容是什么)
获取事实性的具体信息
能够准确获取对话细节信息
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将来时被动语态的意义
能基本理解和把握过去将来时被动语态的意义
能部分理解和把握过去将来时被动语态的意义
基本未能把握过去将来时被动语态的意义
评价指标
优
良
中
差
自评
互评
师评
基本结构
能够非常准确地掌握过去将来时被动语态的肯定、否定、一般疑问和特殊疑问结构
能够基本上掌握过去将来时被动语态的肯定、否定、一般疑问和特殊疑问结构
能掌握部分过去将来时被动语态的肯定、否定、一般疑问和特殊疑问结构
基本未了解过去将来时被动语态的肯定、否定、一般疑问和特殊疑问结构
应用
能够精准地识别文章和高考语法填空中的过去将来时被动语态
能够在大部分情况下正确地识别文章和高考语法填空中的过去将来时被动语态
较少的情况下,能够正确地识别文章和高考语法填空中的过去将来时被动语态
未能在文章和高考语法填空中识别过去将来时的被动语态
迁移
能够在作文中非常自如、恰当地使用过去将来时的被动语态
能够在作文中较为恰当地使用过去将来时的被动语态
能够在作文中使用过去将来时的被动语态,但是错误较多
在作文中基本上未能正确使用过去将来时的被动语态
Adventures under the sea
Actins
Feelings
Views
walked under the waters
n lnger felt the weight
slar rays shne thrugh the watery mass easily
Adventures under the sea
Actins
Feelings
Views
walked under the waters
walking n fine,even sand
n lnger felt the weight
astnished me nt wrinkled,as n a flat shre
as if I was in brad daylight
slar rays shne thrugh the watery mass easily
•Beynd that the clurs darkened int fine shades f deep blue,and gradually disappeared.
•Abve me was the calm surface f the sea.
•This dazzling away the rays f the sun with wnderful intensity...
学习目标
目标达成评价等级
A
B
C
D
Understand the descriptin f the wrld under the sea and get the main idea f the text;
Have a preliminary understanding f the literary genre and language style f science fictin nvels;
Experience the prtagnist’s psychlgical feelings,and have a deeper thinking n human’s lnging fr explring the underwater wrld.
Main character(s)
Time
Place
What happened?
What d yu think
abut the stry?
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
相关教案
外研版 (2019)必修 第三册Unit 5 What an adventure!教案： 这是一份外研版 (2019)必修 第三册<a href="/yy/tb_c4002269_t8/?tag_id=27" target="_blank">Unit 5 What an adventure!教案</a>，共5页。教案主要包含了活学活用等内容，欢迎下载使用。
外研版 (2019)必修 第三册Unit 5 What an adventure!教学设计及反思： 这是一份外研版 (2019)必修 第三册<a href="/yy/tb_c4002269_t8/?tag_id=27" target="_blank">Unit 5 What an adventure!教学设计及反思</a>，共5页。
高中英语外研版 (2019)必修 第三册Unit 5 What an adventure!教案： 这是一份高中英语外研版 (2019)必修 第三册<a href="/yy/tb_c4002269_t8/?tag_id=27" target="_blank">Unit 5 What an adventure!教案</a>，共4页。
