SectionB2a—3bSelfcheck.docx

单元同步作业1.作业目标共设计8个作业任务，遵循循序渐进，由浅入深的原则，作业目标如下：第一，考察一般过去时态的基础知识。第二，考察学生记叙文的语篇分析能力及发散性思维能力。第三， 考察学生在新情境中迁移创新的写作能力。2.设计思路和使用建议作业任务设计意图使用建议时限难度预测Task 1巩固和预习语言知识，准确使用一般过去式描述过去的动作；准确使用文本中好语言。第1课时听说课后使用，118题用于巩固第1课语言知识，19-37题用于预习第2课时阅读课中的语言知识。20分钟易Task2学生分类记忆形容词，理解形容词的感情色彩，以句型为依托合理使用形容词，为第2课时后的扩写和改写任务储备语言知识。学习第1课时听说课后使用，作为第2课时阅读课的预习作业。10分钟易Task 3学生预习表达个人故事文体特征的学术语言。学习第1课时听说课后使用，作为第2课时阅读课的预习作业。10分钟易Task 4学生努力建构意义，将课上所学精细加工后，纳入到自己的知识体系中。学习第2课时阅读课后使用。15分钟中Task 5学生努力建构意义，将课上所学精细加工后，纳入到自己的知识体系中。学习第2课时阅读课后使用，作为阅读课的巩固作业。20分钟中Task 6让学生以Lisa的姐姐/父亲/妈妈的视角，来改写故事，训练学生发散思维能力。学习第2课时阅读课后使用，作为阅读课的巩固作业。25分钟中Task 7四人一小组，根据故事情节，创造剧本。在role-play的戏剧输出活动中，学生将第二课时中存储于记忆中的有意义的组块plot diagram, 通过情景表演的方式，进行内化精细加工后，进行提取应用实践。第2课时阅读课学习后布置，学生按小组课下排练，作为单元作业整体展示和评价。60分钟难Task 8创设新的请将，使学生将所学的语篇的文体特征、句式表达、衔接手段，迁移到的新情景中。第3课时阅读课后布置，学生完成作文后，进行自我评价和组内互评，作为单元整体作业,教师对作文评价。学生根据自我评价、小组互评、教师评价的结果，修改作文。60分钟难3.具体内容Task 1. Translate Chinese into English and memorize them.设计意图：巩固和预习语言知识，准确使用一般过去式描述过去的动作；准确使用文本中好语言。使用建议：第1课时听说课后使用，118题用于巩固第1课语言知识，19-37题用于预习第2课时阅读课中的语言知识。NO.Chinese English （参考答案）1做我的家庭作业did my homework2为英语考试而学习studied for English test3拜访我的阿姨visited my aunt4去图书馆went to the library5去电影院went to the cinema6在游泳池游泳swam in a swimming pool7打羽毛球played badminton8跟朋友聚餐had dinner with friends9去海滩went to the beach10放风筝flew a kite11去划船went boating12去散步went for a walk13在湖边露营camped by the lake14唱歌和谈吉他sang and played the guitar15去农场went to the farm16喂养一些鸡fed some chickens17和农夫聊天talked with a farmer18拍一些照片took some photos19中学毕业finished high school20作为一个特殊礼物as a special gift21带我们去印度took us to India22支起帐篷put up tents23生火取暖made a fire24如此累以至于so tired that25大吃一惊 got a terrible surprise28向父母大声喊shouted to our parents29开始蹦蹦跳跳started to jump up and down26向帐篷外看looked out of the tent27看到蛇睡觉saw a snake sleeping30吵醒蛇wake up the snake31钻进森林 moved into the forest32如此以致于sothat33是(不)重要的It is(not) to do34我如此累以至于很早睡着了。I was so tired that I went to sleep early.35我们看到蛇在火边睡觉。We saw the snake sleeping near a fire.36我如此害怕以至于不能动。I was so scared that I couldnt move.37他也告诉我不要走近蛇。He also told me not to go near a snake.Task 2.Classify the following adjectives into the correct categories in the word bank and add more if needed设计意图：学生分类记忆形容词，理解形容词的感情色彩，以句型为依托合理使用形容词，为第2课时后的扩写和改写任务储备语言知识。使用建议：学习第1课时听说课后使用，作为第2课时阅读课的预习作业。adjectives: loving, romantic, calm, brave, yellow-bellied, dependent, timid，wise, educative, knowledgable，quick-witted, cute, naive, introspective, tiring, terrible, boring, dangerous, interesting ,educational, meaningful, fun, wonderful, relaxing, tired, scared, afraid, terrified, exhausted, rewarded, relaxed, interested, excitedWord bankcategoriesmodel positive adjectives（参考答案） negative adjectives（参考答案）for emotions情感I felt rewarded, relaxed, interested, excitedtired, scared, afraid, terrified, exhausted for opinions观点 II thoughtIit wasinteresting ,educational, meaningful, fun, wonderful, relaxingtiring, terrible, boring, dangerousfor personality性格She isHe isloving, romantic, calm, brave, wise, educative, knowledgeable , quick-witted, cute, naive, introspectiveyellow-bellied, dependent, timidTask 3. Preview some academic languages设计意图：学生预习表达个人故事文体特征的学术语言。使用建议：学习第1课时听说课后使用，作为第2课时阅读课的预习作业。setting, characters, plot, event, the sequence of events，beginning, development, climax, endingNO.academic languages（参考答案）definition1characterthe people and animals in a story. 2settingwhen and where a story takes place3plotthe order of story events. It tells what problem the characters have and how they solve it.4eventsomething that happens5the sequence of eventsthe story tells about event in the order in which they happen.6.beginning, development, climax, endingthe four parts of the story plotTask 4. Identify the story structure and analyze/evaluate the characters personality.设计意图：学生努力建构意义，将课上所学精细加工后，纳入到自己的知识体系中。使用建议：学习第2课时阅读课后使用。AcademiclanguagesAcademiclanguagesYour understanding(参考答案)Settingwhen two weeks agowherea small village in IndiaCharactersmain characterLisa: dependant, timid, introspectivesupportingcharactersfather: loving, romantic, quick-witted ,wise, educativemother:sister-Mary:snake: scaryPlotbeginningLisas family went camping after her sister finished high school.developmentclimaxproblem: Lisa saw a snake sleeping near the fire solution: Lisa was so scared that she couldnt move and shouted to parents Father jumped up and downResult: Snake woke up and moved into the forest.endingLisa learnt a meaningful lesson. Task 5. Identify the story structure and analyze/evaluate the characters personality.设计意图：学生努力建构意义，将课上所学精细加工后，纳入到自己的知识体系中。使用建议：学习第2课时阅读课后使用，作为阅读课的巩固作业。AcademiclanguagesAcademiclanguagesYour summarization (参考答案)Settingwhen two weeks agowherea small village in IndiaCharactersmain characterLisa: dependant, timid, introspectivesupportingcharactersfather: loving, romantic, quick-witted ,wise, educativemother:sister-Mary:snake: scaryPlotbeginningLisas family went camping after her sister finished high school.developmentclimaxproblem: Lisa saw a snake sleeping near the fire solution: Lisa was so scared that she couldnt move and shouted to parents Father jumped up and downResult: Snake woke up and moved into the forest.endingLisa learnt a meaningful lesson. Task 6.Rewrite the story from Lisas sister/ fathers/mothers perspective.设计意图：让学生以Lisa的姐姐/父亲/妈妈的视角，来改写故事，训练学生发散思维能力。使用建议：学习第2课时阅读课后使用，作为阅读课的巩固作业。参考范文： Rewriting from Fathers PerspectiveMy elder daughter finished high school two weeks ago. As a special gift, my wife and I took them to India. For my daughters, last weekend was interesting but scary. We took a long bus ride to a lake in the countryside. There we put tents and made a fire to keep us warm and cook food on. We were all excited. On the first night, we just sat under the moon and told each other stories. But my younger daughter was so tired that she went to sleep early. The next morning, I was woken up by my daughters shoutingthey got a terrible surprise and they saw a big snake sleeping near the fire. I started to jump up and down in my tent and this woke the snake up ,as a result, it moved into the forest. Later I told my daughters that snakes dont have ears but can feel things moving. I also told them that it was important not to go near a snake. I think this is a very useful lesson for my daughters, and they will be brave in the future.Task 7. Create a script based on the story and role-play the script in groups of four 设计意图：四人一小组，根据故事情节，创造剧本。在role-play的戏剧输出活动中，学生将第二课时中存储于记忆中的有意义的组块plot diagram, 通过情景表演的方式，进行内化精细加工后，进行提取应用实践。使用建议: 第2课时阅读课学习后布置，学生按小组课下排练，作为单元作业整体展示和评价。参考剧本： ScriptCast Mother廖睿泽，Father王麒麟，Lisa王城昡，Mary韩昱，Snake-韩昱Scene 1Mary and Lisas diaryMary: I finished high school two weeks ago. As a special gift, my parents took Lisa and me to India.Lisa: Last weekend was interesting but scary.Scene 2On the Bus to the CountrysideFather:(driving the car)How do you feel girls? Do you feel tired?Lisa: Yes, just a little.(yawning)Mary: But I feel really excited. This is my first time abroad.Mother: Wake up, Lisa, we arrive. Lets get out of the car.Lisa-Mary: OK.Scene 3The first afternoon near the lakeMother: Lets put up our tents.All: One, two, three, up the tents!Father: Good job, guys.Mary: Lets make a fire, Its time to have dinner.Father: You can pick up some dry branches, I have a lighter.(making the dinner)Scene 4the First Night by the Lake(sitting around the fire)Mary: The moon is so beautiful! Dad, Can you tell us a story?Father: Ok. Once upon a timeMother: Its too late, Lets go to sleep.(going into the tents)Snake: si.( moving out of the forest and sleeping near the fire )Scene 5The second morning near the lakeLisa:(Looking out of the tent and seeing the big snake ) Oh, my god! Mary ,wake up! There is a big snake. What should we do?Mary: We should shout to mom and dad to let them know about the danger.Lisa-Mary: Mom! Dad! Snake! Help.Father:(waking up, looking out of the tent)What happened? Oh, a big snake!Mother: Dont move! Stay in your tent!Father:(jumping up and down)Snake:(waking up and moving into the forest near the lake)Father: Its all right.Scene 6 near the LakeFather: Dont be afraid. The snake has gone.Lisa: How did you expel the snake?Father: Snakes dont have ears, so it cant hear our shouting. But they can feel things moving. When I jumped up and down, The snake felt it.Mother: So, dont go near a snake. Do you remember?Lisa-Mary: Yes, this is a very useful lesson for us. Thank you for saving and teaching us ,dad. Scoring Rubric for the Mini Drama 序号评价项目评价标准赋分G1G2G3G4G5G6G7G8G91.剧情配合默契，完整连贯地呈现故事的6幕102.表演肢体语言、夸张的表情、道具等，表现事件events，如finished, put up tents103.舞美合理使用道具prop104.语言语音标准流利10准确使用过去时态，表示过去的事件10使用连接词 first, second, then10使用文本中的复杂句式sothat，Itsto 10表达Lisa的情感变化10表达Lisa和father的性格10表达对事物的看法 10 总分100Task 8. Write about Marys interesting but scary weekend according to the six pictures. You are encouraged to create more details in each pictures.设计意图：创设新的请将，使学生将所学的语篇的文体特征、句式表达、衔接手段，迁移到的新情景中。使用建议: 第3课时阅读课后布置，学生完成作文后，进行自我评价和组内互评，作为单元整体作业,教师对作文评价。学生根据自我评价、小组互评、教师评价的结果，修改作文。参考范文A Weekend to RememberMy sister finished junior high school two weeks ago. As a special gift, our parents took us to Inner Mongolia. Last weekend was interesting but scary.We went camping on a grass