Unit1Knowingmeknowingyou单元导学案-高中英语

新外研社版高中英语必修三

UnitlKnowingme,Knowingyou整单元学案

Startingout&Understandingideas学案设计

学习目标：

1.Watchavideoandextractkeyinformationfromit;

2.Reflectonthequestionsthatyoufindchallengingtoovere;

3.Identifythekeystructureandsummarisethetwoletters;

4.Enhancecriticalthinkingskillsandconsideralternativesuggestions.

StepILeadin

Activity1Watchavideo

Watchthevideoandanswerthequestions.

l.Whatdothethreeconversationshaveinmon?

2.Whatwouldyoudoinsimilarsituations?

Activity2Discussion

Lookattheproblemsyoumayfaceatschool.Discusswhichyouthinkisthe

mostdifficulttoovereandwhy.

•badperformanceinasubject

•pressuretolookgood

•conflictwithclassmates

•difficultiesfittinginwithothers

StepIIWhilereading

Activity1Readforthemainidea

Choosethebestsummaryoftheletters.

Activity2Languagepointsandtranslation

1.Embarrassedandashamed,!can'tconcentrateonanything.

【翻译】我既尴尬又羞愧,做什么事都无法案中精力。

【解析】在本句中,embarrassedandashamed为形容词作状语表示主语的状

态。形容词作状语通常用于说明主语的情况，表示主语的状态、性质、特征等。

此时,形容词可位于句首、句末或句中,通常和句子其他部分用逗号分开。

【活学活用】

(1)因为对一切充满好奇，所以我们四处张望。

⑵我们平安无恙地返回家中。

⑶出于畏惧困难他们选择走捷径。

(4)他第一个到达终点，筋疲力尽，上气不接下气。

2.Tellyourfriendyou'reangrywithhimforrepeatingwhatyousaidandmaking

thesituationworse,butthatyouwanttomoveon.

【翻译】告诉你的朋友，他传话的行为让情况更糟糕了，你对此很生气，但你

想让事情就此过去。

【解析】本句是一个祈使句。其中but连接了两个宾语从句，在第一个宾语

从句中省略了连接词that但需注意在but连接的第二个宾语从句中that不可以省

略。当一个句子中有两个或两个以上并列的宾语从句时，引导第一个宾语从句的

that可以省略，但引导第二个及以后几个宾语从句的that不能省略。

【活学活用】

(1)那个小伙子告诉我们他来自一个山村，他想在城里找份工作。

⑵从他的信中我们得知船沉了，只有几个水手幸存下来。

⑶他告诉我他得离开，但很快就回来。

3.Ifyouthinkaboutotherpeople'sfeelingsaswellasyourown,you'llsoonfind

everythingworksout.

【翻译】如果你能在考虑自己感受的同时也考虑别人的感受,很快你就会发

现情况将逐渐好转。

【解析】workout:计算出;计戈”,思考;制定;解决;找到……的答案;成功地发展;

健身、锻炼

【活学活用】

(1)我正在尽力算出我每月的开销。

(2)训练有素的体育老师能帮你制定一套训练计划，使你保持活力。

(3)我一周去一次体育馆锻炼身体。

StepIIIPostreading

Gothroughthequestionsandthinkaboutthemindividually;thenengageingroup

discussiontoexplorethemfurther.

Questions:

l.WhatdoyouthinkofAgonyAunt'sadvice?

2.WhatotheradvicewouldyougivetoBen?

StepIVHomework

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。

Benisinanawkwardsituationandheturns1.AgonyAuntfor

help.Bensaidthathebecameverymadbecausehisschoolbasketballteamlosta

match.Hethoughtthattheirpointguardshouldberesponsibleforil.ThenBentold

thattohisbestfriend,2..however,toldeveryonewhathehadsaid.Heisin

atotalmessnow,3.(hope)AgonyAunlcanhelphimout.

SoAgonyAuntgivesBensomeadvice.Shesaysthatoneofthe4.

(strategy)tomaintainarelationshipisclearmunication.First,itisagoodidea5.

(apologise)tohisteammate.Ifhewantstowinanymorebasketballgames,theyneed

toworktogether,whichmeans6.(municate)witheachother

clearlyandresolvingconflicts.Then,heshouldtalktohisfriend.Tellhisfriendheis

madwithhimforrepeatingwhathesaidandmakingthesituationworse,but7.

hewantstomoveon.8.(approach)inthatway,hisfriendshipwill

soonberepaired.Thirdly,andperhapsmostimportantly,Benshouldthinkabouthis

own9.(behave)andnotsaytoomuchwhenhebees10.

(anger).

评价量规

目标达成评

学习目标价等级

ABCD

Watchavideoandextractkey

informationfromit;

Reflectonthequestionsthatyou

findchallengingioovere;

Identifythekeystructureand

summarisethetwoletters;

Enhancecriticalthinkingskillsand

consideralternativesuggestions.

参考答案

StepILeadin

Activity1

l.Thcyarcallaboutimpolitebehavioursindailylife.

2.Inthefirstsituation,!wouldthankPerson2forhishelpwithoutplaining.

Inthesecondsituation,!wouldlistentoPerson1patientlywithoutinterrupting.

Inthethirdsituation,!wouldthankPerson2forthepresentsincerelywithout

askinghowmuchitis.

Activity2

Students,ownanswers.

StepIIWhilereading

Activity1

4

Activity2

l.(l)Curiousabouteverything,welookedaround.

(2)Wearrivedhomesafeandsound.

(3)Afraidofdifficulties,theychosetotakeashortcut.

(4)Hewasthefirsttoreachthefinishline,wornout/exhaustedandbreathless.

2.(1)Theguytoldus(that)hewasfromamountainvillageandthathewantedto

findajobintown.

(2)Fromhisletter,welearnt(that)theshipsankandthatonlyseveralsailors

survived.

(3)Hetoldmehehadtoleavebutthathewouldebacksoon.

3.(1)1'mjusttryingbesttoworkoutmymonthlyexpenses.

(2)Awelltrainedsportsteachercanhelpyou(to)workoutatrainingplantokeep

youenergized.

(3)1gotothegymonceaweektoworkout.

StepIIIPostreading

Students'ownanswers.

StepIVHomework

l.to2.who3.hoping4.strategies5.toapologise6municating

7.that8.Approached9.behaviourlO.angry

UsingLanguage学案设计

学习目标

1.Identifyandsummarisetheformsandfunctionsof“ecTasanadverbial

throughobservationandapplyitconectlyindifferentcontextsandsituations;

2prchcndthegeneralideaoflisteningmaterialsandgatherspecificdetails

topletethetable;

3.Utilisephrasesformakingrequestsandrefusalseffectively;

4.Employtheappropriatestructuresfromlisteningmaterialstodescribethe

properapproachofmanaginginterpersonalrelationships.

StepILeadin

Activity1Lookatthesentencesandanswerthequestions.

a.Disappointedbyhisbehaviour,!saidallthistomybestfriend.

b.Approachedinthisway,yourfriendshipwillsoonberepaired.

l.Whowasdisappointedinsentence(a)?

Whatisapproachedinsentence(b)?

2.Whydoestheauthoruseedinsteadofhere?

Activity2parethemwiththefollowingsentencesandanswerthe

questions.

c.BecauseIwasdisappointedbyhisbchaviour.Isaidallthistomybestfriend.

d.Ifitisapproachedinthisway,yourfriendshipwillsoonberepaired.

3.Whatisthedifferencebetweenthetwogroupsofsentences?

4.Whydoestheauthorchoosetouseedinsteadofanadverbialclauseinthe

readingpassage?

StepIIAnalysisandidentification

Activity1Rewritetheunderlinedsentenceswiththeedform.

Lastwcck,Anncwasatlractcdbyaparticulararticleinamagazineshebought

it.Threedaysago,topleteherhomeworkquickly,shegrabbedthemagazinefromher

deskdrawerandcopiedpartofthearticlewithoutthinking.Herteacherwasvery

satisfiedwithherhomework.Annewaspraisedinclass,andshefelthappyaswellas

ashamed.Thenjheteacherwantedtoenterherhomeworkintoawritingpetition.Anne

wasshockedbyIhedecisionanddidnolknowwhallodo.IfshetoldtheIrultijhe

wholeclasswouldfindoutandaccuseherofcheating.Theywouldlookdownon

her.Ifshekeptsilent,maybenoonewouldeverfindout...?

WhalshouldAnncdo?

Activity2Fillintheblanks.

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.Seenfromthetopofthehi11,theschoollookslikeabiggarden.

=Whenitisseenfromthetopofthehill,theschoollookslikeabiggarden.

(2)作原因状语时，可转换为because,as或since等引导的从句。

Eg.Encouragedby:heteacherjhegirlwasveryhappy.

=Asshewasencouragedbytheteacher,thegirlwasveryhappy.

Thegirl,amazedatthesight,didn,tknowwhattosay.

=Bccauscshewasamazedatthesight,didn'tknowwhattosay.

(3)作条件状语时，可转换为once,if或unless等引导的从句。

Eg.Takenaccordingtothedirections,thispainkillerhasnosideeffect.

=Tfitistakenaccordingtothedirections,thispainkillerhasnosideeffect.

(4)作让步状语时，可转换为though,although或evenif等引导的从句。

Eg.Leftaloneathome,Jennydidn'tfeelafraidatall.

=Althoughshewasleftjennydidn'tfeelafraidatall.

(5)作方式或伴随状语。

Eg.Surroundedbyhisstudents,theteacherwentintothelab.

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,though,although,asif,asthough,evenif,if,unless,once等，构成“连词+过

去分词”结构，相当于状语从句的省略，除了before和after(before和after在此用法

中是介词)。

Eg.

•Evenif(Iam)invited,!wun'llakepariintheparly.

•When(theyare)exposedtolight,potatoeswillturngreen.

•Afterbeingheated(heat),waterboils.

•Beforebeinginterviewed(interview)forthejob,youhavetotakealanguage

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,annoyed,delighted,disappointed,embarrassed,excited,interested,moved,satisfie

d,shocked,exhausted,wornout等。

Eg.

•GrandpaLin,deeplymoved,thankedhimagainandagain.

•Frightened,thegirldidn'tdaretosleepaloneinherroom.

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。

Activity3Readtheplotsummaryandchoosethecorrectformofthe

words.

InsideOutisananimatedfilmaboutthefiveemotionsofagirlcalled

RileyJoy,Sadness,Fear,DisgustandAnger.Influencing/Influencedmainlyby

Joy,mostofRiley'smemoriesarchappyones.

Believing/BelievedthatsheisRiley'smostimportantemotion,Joyalwaystries

totakethelead.Prcvcnting/PrcvcntcdfromplayingherroleinRiley'semotional

development,Sadnessfeelsannoyed.WhenRileymovestoanewcity,shehasahard

timeadjustingtohernewsurroundings.Sadnesswantstodoherdutybutbyaccident

causesthelossofRiley'shappycorememorieswithJoy.Nowseparating/separated

fromherfriendsandherbelovedhockeyteam,Rileystartstofeellostandhelpless,and

wantstorunawayfromherparentsandnewschool.Woniedabouther,Joyand

Sadnesstryloworklogclhcrloensureshegelshercureuiciiioriusback.

Eventually,rcalising/realisedthateveryemotionhasarolejoyunderstandsitis

okayforRileytofeelsadsometimes.AcceptingsadnessaspartoflifehelpsRileydeal

withtheemotionalplexityofgrowingup,andsettledowninhernewlife.

Activity4Readthetipsandunderlinethewordsthatdescribebehaviour

towardsothers.

StepIIIListening

Activity1Sayingnopolitely

Activity2Listentothreeconversationsandmatchthemtothepictures.

Activity3Listenagainandpletethetable.

RequestRefusal

TinahastoleaveherflatKerrythinksthat2.________________is

11.______________.Shewantstoolong.Tinaisweletostayfor

tostayatKerry'splace.3._________________________.

MikeinvitesRyanto4.Ryancannote,becausehehasto6.

2

on5.______________.toNewYorkattheweekend.

JanewouldliketoseeBeckyrefusesbecauseshethinksitis

3Becky's7.___________forbetterforJaneto

someideas.8._______________________________.

听力评价量规

自互师

评价指标优良中差

评评if-

能够准能够部

能够基未能理

确理解主旨分理解主旨

木理解主旨解主旨要义，

主旨要要义,快速准要义,不能准

要义,准确匹未能准确匹

义确匹配对话确匹配对话

配对话内容配对话内容

内容和图片内容和图片

和图片信息和图片信息

信息信息

能够准

获取事

确获取对话能够基能够部

实性的未能获

细节（如何礼本获取对话分获取对话

具体信取对话细节

貌要求或拒细节细节

息

绝别人）

对所听能够对能够对能够对未能对

内容做所听内容做所听内容做所听部分内所听内容做

出推断出准确推断出基本推断容做出推断出推断

理解说

能够准能够基能够部未能理

话者的

确理解说话本理解说话分理解说话解说话者的

意图、观

者的意图、观者的意图、者的意图、观意图、观点

点或态

点或态度观点或态度点或态度或态度

度

StepIVDiscussion

Workinpairs.Actouttheconversationaboutaskingforafavourand

refusingpolitely.

StudentA:TurntoPage105.

StudentB:TurntoPage109.

Usefulexpressions

•Haveyougotaminute?

•Oh,youmean...?

•Um,notexactly...

•I'mafraid...

•Well,thethingis...

•Ithinkitwouldbebetterto...

•Iwasjustwonderingifyoucould...

•Butmaybe...

Learningtolearn

Ifyouhavetosaynotoarequest,yourrefusalwillsoundmorepoliteifyou

beginwithastatementofregret,suchasI'msony…J'dreallyliketo,but...Then

explainwhyyouranswerisno,egI'mreallybusyrightwwlfpossible,suggestan

alternative—Howaboutnextweek?

StepVHomework

Activity1语法专练

(1)(catch)inaheavyrain,hewasallwet.

(2)(determine)tobeadmittedintoPekingUniversity,hespared

noeffortstostudyhard.

(3)Thehunterwalkedslowlyintheforest,(follow)byhiswolfdog/

(follow)hiswolfdog.

(4)Ericwalkedalongthestreet,(lose)inthought/(lose)

himselfinthought.

(5)(equip)withgoodknowledge,hehasabrightfuture.

(6)(remind)nottomisstheflightat15:20,themanagersetout

fortheairportinahurry.

(7)(see)fromthewindowsoftheclassroom,ourschoolisbeautiful.

(8)(see)fromthetopofthetower,wecanseeaseaofflowersat

thesouthfootofthemountain.

(9)(devote)toherwork/(devote)herselftoher

work,shehasnotimetotravel.

(10)(attract)bythebeautyofnature,thegirlfromLondondecided

tospendanothertwodaysonthefarm.

(1l)When(ask)aboutit,shecouldhardlyholdbackhertears.

(12)If(separate)fromhisbestfriendsforalongtime,thelittle

boywillfeellonely.

(13)Though(beat)bytheoppositeteam,theplayerswerenot

discouraged.

(14)Greatly(inspire)bywhathesaid,wearedeterminedtostudy

hard.

(15)(look)backonallthosedifficulttimesinthepast,Ivycould

nothelpbutletoutasigh.

Activity2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(locate)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(carryout)适量运动的话，我们的健康状况可以得到改善。

StepVI语法评价量规

英语语法（过去分词作状语的用法）评价量表

评

价自互帅

优良中差

指评if-if-

标

基本未

基能准确理能基本理能部分理

能把握过去

本解和把握过去解和把握过去解和把握过去

分词作状语

概分词作状语的分词作状语的分词作状语的

的概念和意

念概念和意义概念和意义概念和意义

义

能够非常基本未

基能够基本能判断部

准确地判断表能判断表示

本上判断表示时分表示时间、

示时间、原因、时间、原因、

结间、原因、条件原因、条件和

条件和让步的条件和让步

构和让步的句型让步的句型

句型的句型

能够在大在较少的

能够精准未能在

部分情况下正情况下，能够正

应地识别文章中文章中识别

确地识别文章确识别文章中

用过去分词作状过去分词作

中过去分词作过去分词作状

语的用法状语的用法

状语的用法语的用法

能够在作

能够在作能够在作在作文

文中非常自

迁文中较为恰当文中使用过去中基本上不

如、恰当地使

移地使用过去分分词作状语，但会使用过去

用过去分词作

词作状语是错误较多分词作状语

状语

参考答案

StepILeadin

l.’T'wasdisappointedinsentence(a).

“YourfHendship“isapproachedinsentence(b).

2.Becauseingisusedwhentheactionisdonebythesubjectofthe

sentence,whileedisusedwhentheactionisdonetothesubjectofthe

sentence.Here,both“disappoint”and"approach“arcactionsdonetothesubjects.

3.Sentences(a)and(b)containedasadverbialwhilesentences(c)and(d)

containadverbialclauses.

4.Becauseedmakesthesentencesshorterandsoundmoreformalaswritten

language.

StepIIAnalysisandidentification

Activity1

l.Lastweek,attractedbyaparticulararticleinamagazine,Anneboughtit.

2.Praisedinclass,Annefelthappyaswellasashamed.

3.Shockedbythedecision,Annedidnotknowwhattodo.

Activity2

(1)Seatedatthetable,myfatherandIweretalkingaboutmyjob.

(2)Facedwith/Facingdifficulties,wemusttrytooverethem.

(3)Satisficdwithwhathedidjhcteacherpraisedhiminclass.

Activity3

Injlucnced\Bclieving\Prevented\scparcitcd\realising

Activity4

l.forgive;apologise2.criticise3.lie

4.judgc;understand5plain

StepIIIListening

Activity1略

Activity2

Picturea:Conversation2

Pictureb:Conversaiion3

Picturec:Conversation1

Activity3

l.ncxtweek2.oncmonth3.afewdays4etotheparty5.Saturday

6.prepareforthetrip7.project

8.doherprojectbyherself

StepIVDiscussion略

StepVHomework

Activity1

1.Caught2.Determined3.followed;following

4.1ost;losing5.Equipped6.Reminded7.Seen8.Seeing

9.Devoted;Devoting10.Attracted11.askedH.separated

13.bcatcn14.inspircd15.Looking

Activity2

1.Influencedbyhim,moreandmorepeoplefellinlovewithoutdooractivities.

2.LocatedinShandongProvince,MountTaihasbeenafamoustouristattraction.

3.Givenmoreencouragement,theboycouldhavebehavedbetter.

4.Properamountsofexercise,(if)carriedoutregularly,canimproveourhealth.

Developingideas学案设计

学习目标

l.Getthemainideaofthetextandhaveabetterunderstandingof“LittleWhite

Lies”;

2.Understandthestructureandstylisticfeaturesofanessayandimproveyour

thinkingskillsaswellaslanguageuseabilities;

3.Learntoanalyseandsolveproblemsinreallifebyusingproperevidencesto

supportyourideas.

StepILeadin

Lookatthepictures.WhatwouldyousayifyouwerestudentB?

StepIIWhilereading

Activity1Readforthemainidea

Readthepassageandfindoutthemeaningof4whitclies”.

Activity2Readfordetailedinformation

pletethediagramwithinformationfromthepassage.

Learningtolearn

Anessayusuallyconsistsofthreeparts:inlroduction,mainbodyand

conclusion.Startwithanintroductionthatcontainstheaimsandanoverviewofthe

essay.Themainbodyofanessayisaseriesofparagraphsthatexploreanddevelop

yourargument.Theconclusioncontainsasummaryofyourideas-donotintroduce

anynewmaterialhere!Endyouressaybylinkingyourconclusionbacktotheessay

title.

Activity3Thinkandshare

Oh,whatatangledwebweweave,Whenfirstwepractisetodeceive!

l.Whatdocsthe"web"inthepoemrepresent?

2.Whatwouldyoudointhesituationsdescribedinthepassage?

3.Whatdoyouthinkisthedifferencebetweenalieandawhitelie?

4.Howwouldyoufeelifyouweretoldawhitelie?Shareyourexperiencewith

theclassifthishashappenedtoyou.

StepHIPostreading

Groupwork:Giveatalkontheimportanceofhonestyfollowingthestepsbelow.

•Explainwhathonestyis.

•Givereasonsfortheimportanceofbeinghonest.

•Supportyourreasonswithexamples.

•Endwithyourconclusion.

StepIVHomework

Languagepointsandtranslation

1.Moreover,howyoufeelifyoudiscoveredthatthepeopleclosest

toyou(hide)thetruthfromyou?

【翻译】而且，当你发现身边最亲近的人在对你隐瞒真相时，你又会有怎样的

感受呢？

【解析】本句表示与现在事实相反的情况,所以使用虚拟语气。if引导的与

现在事实相反的虚拟条件句时态常用一般过去时(be用were),主句时态常用

“would/should/could/might+动词原形

【活学活用】

⑴如果我是你，我会抓住这次参赛的机会。

⑵如果有更多的时间，我就会帮你学英语了。

2.Themore(depend)youare,thebetteryourlifewillbe.

【翻译】你越独立,你的生活就会越好。

【解析】本句为“the+比较级,the+比较级”结构，表示“越……，就越.

【活学活用】

(1)你说英语越多，你的英语就会越好。

⑵汽车动力越强，就越难操控(handle)。

StepV评价量规

目标达

学习目标成评价等级

ABCD

Getthemainideaofthetextandhaveadeeperunderstanding

oftheconceptof44LittleWhiteLies”；

Analysethestructureandstylisticfeaturesofanessayto

enhancecriticalthinkingskillsandlanguageproficiency;

Developproblemsolvingskillsandselectappropriateevidence

tosupportargumentsinreallifesituations.

参考答案

StepILeadin

B:Oh,sorrytohearthat.ButIdidnobetterthanyou.

B:eon.Actuallyyoudidwell.Ididworsethanyou.

B:WellJdidjustsoso.

StepIIWhilereading

Activity1

Whiteliesarelittleliesthatwetelltoprotectothersfromthetruth.

Activity2

Introduction

Weknowlyingiswrong,sowhydowetellwhitelies?

Mainbody

Reason2

Reason1

TogiveReason3

Tomakeothersfeel

encouragemnnl.ToDroloc〔others

better.

Example(s)frombadnews.

Example(s)

Yousavvourfiiend'sExample(s)

Someone'scookinga

singingisYou'vehada

mealforusthatwcdon't

wondcifuLdcspitcscccctlybadday.butyouhide

like.Themajorityofusdon't

thinkingthatyourcatcanyourtearsandlieto

tellthetruth-welieandsay

singbetter.yourparentsthatyour

thatthefoodis“delicious”.

Analysisdaywas-fine''.

Someone'shaircutis

PerhapsyourfriendAnalysis

awfuLbutwesayTt'sereat!”.

wantssomn「rankmcnlsPerhapsyour

Analysis

fromyousothattheycanparentswouldwantto

Perhapswelietoprotect

improve.listentoyouand

ourselvesfromthe

Perhapstheyneedtounderstandyour

disapDoinlmcnlandangerof

knowthattheyshouldlookfeelings.

others.

foradifferenthobby.

Conclusion

Evenwhiteliesmayhaveresultswecannotpredict.Soweshouldnottelllies

eveniftheyarewhitelies.

Honeslyisanimr)orlanlvalueandlyingiswrong.

Activity3

Litrepresentsaplicatedsituation,inwhichoncewetellalie,wehavetocontinue

totellmoreotherliesinordertocoverthepreviousones.

2.Students'ownanswers.

3.Alieistoldtocoverthetruthinordertobenefityourself,whichcanbeharmful

toothers.Awhitelieistoldtoavoidhurtingothers,withoutbadintention.

4.Students'ownanswers.

StepIIIPostreading略

StepIVHomework

l.would;hadbeenhiding

(l)IfIwereyou,Iwouldtake/seizethisopportunitytoparticipateinthepetition.

(2)IfIhadmoretime」wouldhelpyoulearnEnglish.

2.independent

(1)ThemoreyouspeakEnglish,thebetteryourEnglishwillbee.

(2)Themorepowerfulthecaris,themoredifficultitistohandle.

Presentingideas学案设计

学习目标

1.Analysingthegivenpassagethroughtextanalysispatternandtofinish

continuationwriting;

2.Pluginthefeelingsof'T'whilemakingmistakesandacknowledgethatthe

betterwaytosolveproblemsistotakeresponsibilityandlearntoforgive.

StepIReadingandthinking

Readthetextandanswerthequestions.

1.What'sthemainideaofthetext?

2.Whatwillhappennextandhowwouldthisstoryend?

Fortythrceyearsseemslikealongtimetorememberthenameofamerefriend.I

havealreadyforgottenthenameofanoldladywhowasacustomeronmypaperroute

whenIwasatwelveyearoldboyinMarinette,Wisconsinbackin1954.Yetitseems

likejustyesterdaythatshetaughtmealessoninforgivenessthatIcanonlyhopeto

passontosomeoneelsesomeday.

OnaSaturdayafternoon,afriendandIwerethrowingrocksoniotheroofofthe

oldlady'shousefromasecretspotinherbackyard.The