47

　　課型設(shè)置【自研45'+20'

　　+

　　展示60′】

　　一、高考要求：

　　Unit1，M5：1重點(diǎn)句式應(yīng)用及拓展、單元語法小結(jié)

　　2. 基于對(duì)文本的理解，進(jìn)行創(chuàng)展性的微寫作輸出。

　　二、定向?qū)W(xué)·互動(dòng)展示

　　Self-study& Self-exploration Cooperation &

　　Exploration Show& Improvement Conclusion & Summarization

　　自學(xué)指導(dǎo)

　　內(nèi)容·學(xué)法·時(shí)間 互動(dòng)策略(內(nèi)容·形式·時(shí)間) 展示方案

　　內(nèi)容·形式·時(shí)間 隨堂筆記

　　成果記錄·知識(shí)生成·同步演練

　　Step1：句式感悟

　　句式1：

　　can’t help doing.....

　　can’t help doing禁不住做……，情不自禁地做……

　　can’t help ?to? do sth.不能幫著干……

　　can’t help but do sth.禁不住做某事

　　can’t choose but do sth.不得不做某事

　　can’t help ?it? 沒有辦法，控制不了

　　have no choice but to do sth.除了做某事以外別無選擇

　　句式2：If so / any / ever......

　　if so相當(dāng)于一個(gè)省略句, 表示如果那樣的話

　　if any如果有的話

　　if ever即使；曾經(jīng)

　　if not否則， 要不然

　　if necessary如果必要的話if possible如果可能的話

　　完成對(duì)以上內(nèi)容的自研，請(qǐng)同學(xué)們自主完成復(fù)習(xí)講義上突破重點(diǎn)句式部分的內(nèi)容

　　Step2：語法感悟

　　---非謂語動(dòng)詞 （不定式）

　　不定式作主語表示具體的或者一次性的動(dòng)作，特別是將來的動(dòng)作。

　　當(dāng)主語是不定式時(shí)，我們通常用it作先行主語置于句首。而在it's no use /good后，我們通常用動(dòng)名詞作真正的主語。

　　當(dāng)作定語時(shí)，不定式通常指將要發(fā)生的一個(gè)動(dòng)作；

　　當(dāng)作賓語時(shí)在這種情況下，不定式通常指的是將要發(fā)生的動(dòng)作

　　5.作目的狀語：to do,in order to do, so as to do.其中so as to do不用于句首。

　　6.作原因狀語：跟在某些形容詞，如：glad,surprised,amazed,delighted等后面。

　　7.作結(jié)果狀語：用在謂語動(dòng)詞的后面，表示意料之外的結(jié)果，可以用逗號(hào)隔開，還可以在不定式符號(hào)to的前面加副詞only強(qiáng)調(diào).

　　8.作程度結(jié)果：用于三種句型。Too...to..;enough...to..;so/such..as to"如此....以至于....."

　　完成P89上的單元語法、基礎(chǔ)鞏固上的微語法部分

　　Step3：Host by the team leader）

　　對(duì)學(xué)：

　　相互探討、核對(duì)答案，step2中各個(gè)時(shí)態(tài)的被動(dòng)形式，你的總結(jié)是什么呢？

　　五人互助組：

　　1小組長(zhǎng)主持，互相交流題目中的疑惑部分。

　　2探討并解答step3中的詞的詞性，各個(gè)詞的其他形式是什么？？

　　3.聽聽我的觀點(diǎn)：交流并分享自己的見解。

　　十人共同體：

　　根據(jù)本組所抽到的任務(wù)，在組長(zhǎng)的帶領(lǐng)下進(jìn)行互動(dòng)交流，形成本組的展示方案。

　　注意：合理分配人員及其所展示內(nèi)容，盡量讓全組成員都參與

　　展示單元一：

　　句式及語法處理----小組成員將復(fù)習(xí)講義上突破核心句式與單元語法、基礎(chǔ)鞏固中語境填詞、微語法部分的內(nèi)容呈現(xiàn)在黑板上。

　　要求：

　　內(nèi)容清晰；

　　講解清晰；

　　流程清晰；

　　提示：

　　小組間可以相互合作展示；

　　句子可以也采用思維導(dǎo)圖；

　　展示單元二：

　　詞匯及文本處理----針對(duì)詞匯及文本信息處理，將step2--3、詞義猜測(cè)、微寫作、晨誦文本部分的內(nèi)容呈現(xiàn)在黑板上。

　　要求：

　　文章大意梳理清晰；

　　講解清晰；

　　提示：

　　小組間可以相互合作展示；

　　Step2：語法感悟--翻譯句子感知句中不定式在句中充當(dāng)?shù)某煞?/p>

　　We eat to live rather than live to eat.

　　To own a flat of my own is my biggest dream. I will try to realize it.

　　It is important to respect people.

　　I have some letters to write.

　　5.We invite you to watch our performance tomorrow evening.

　　Step3:

　　寫出其形容詞并翻譯：

　　sensitive

　　amuse

　　寫出其名詞并翻譯：

　　identify

　　cautious

　　cruel

　　書寫評(píng)定：

　　晨誦文本：【美文賞析】----第一課時(shí)

　　One bitterly cold day，a snowstorm blew into our area.Needing firewood，I quickly set out with my best friend，Bruce，to look for a tree to cut down.I was glad to have Bruce along with.Cutting down a tree in a snowstorm can be dangerous.So it was important to have a friend who could warn me of danger.

　　When I chose a big tree about 23 meters tall and prepared to cut it down，my best friend suddenly warned me，“Don’t cut down that tree！It’s too close to the power line！”I wasn’t sure about it.So I decided to disregard his warning.I wanted to finish the job quickly and go home.So I began cutting down the tree.When the tree fell，there was no longer any doubt that my friend was right.

　　The tree caught the power line，bringing it to the ground.I considered cutting the tree off the line.After all，electricity can’t travel through wood，so I could safely remove the tree.As I reached out my finger to touch the tree，pain ran up my arm and through my head.I was shocked!

　　After I returned home and told my mother what had happened，she quickly called the power company.The workers from the power company soon arrived on the scene.One of them asked if I had touched the tree，and when I told him I had，his face turned pale.

　　“You should have been killed，” he said.

　　So why am I still alive？It was my boots that saved my life.

　　Within two hours，the workers removed the tree.Soon the_snowstorm_calmed_down—but_not_my_mother.

　　Even though she was glad I wasn’t hurt，my mother was still serious.After all，I shouldn’t have brushed off my friend’s warning.

　　Through this experience，I learn it’s important to listen to people who offer a different perspective.Taking time to listen might actually save a lot of time and trouble.It certainly would have kept me from getting the “shock” of my life.

　　引言： 本文是一篇記敘文。文章講述了“我”不顧朋友的提醒堅(jiān)持把一棵大樹砍倒了，被砸斷的電線差點(diǎn)要了“我”的命的故事。

　　—感知文本

　　A:

　　大聲朗讀文本，感知文本信息，并且體會(huì)的收集在隨堂筆記處的單詞。

　　B:

　　結(jié)合上下文，在大腦中呈現(xiàn)畫面，猜測(cè)你所寫單詞的意思。

　　C：

　　結(jié)合字典在核對(duì)你的單詞詞義。

　　Step2: 尋讀—脈絡(luò)把握

　　文章的細(xì)節(jié)把握---判斷

　　Part A中關(guān)于作者不顧布魯士的警告仍然要看到樹的原因的描述，正確的用T,錯(cuò)誤的用F。

　　Part B

　　Part B中關(guān)于作者在這篇文章中的信息的描述，正確的用T,錯(cuò)誤的用F。

　　Step3: 品讀— 讀出理解

　　The underlined part “the snowstorm calmed down—but not my mother” means “________”．firewood

　　warn

　　disregard

　　finger

　　perspective

　　serious

　　shock

　　Step2：True or False

　　Part A

　　A．he was sure there would be nothing to happen

　　B．he wasn’t sure if Bruce was right and was anxious to go home

　　C．he didn’t hear his friend’s warning at all because of the blowing wind

　　D．he knew electricity can’t travel through wood

　　Part B

　　A．But for his boots，the author would have died.

　　B．The author regretted having brushed off his friend’s warning.

　　C．The author knew nothing about electricity.

　　D．When the tree was cut down，the author realized his friend was right.

　　Step3：

　　A．my mother was still angry with me for not listening to my friend’s warning

　　B．my mother was still in fear of the terrible accident

　　C．my mother was still comforting me

　　D．my mother was still worried about my safety

　　附培輔單）

　　47

　　課型設(shè)置【自研45'+20'

　　+

　　展示60′】

　　一、高考要求：

　　Unit1，M5：1重點(diǎn)句式應(yīng)用及拓展、單元語法小結(jié)

　　2. 基于對(duì)文本的理解，進(jìn)行創(chuàng)展性的微寫作輸出。

　　二、定向?qū)W(xué)·互動(dòng)展示

　　Self-study& Self-exploration Cooperation &

　　Exploration Show& Improvement Conclusion & Summarization

　　自學(xué)指導(dǎo)

　　內(nèi)容·學(xué)法·時(shí)間 互動(dòng)策略(內(nèi)容·形式·時(shí)間) 展示方案

　　內(nèi)容·形式·時(shí)間 隨堂筆記

　　成果記錄·知識(shí)生成·同步演練

　　Step1：句式感悟

　　句式1：

　　can’t help doing.....

　　can’t help doing禁不住做……，情不自禁地做……

　　can’t help ?to? do sth.不能幫著干……

　　can’t help but do sth.禁不住做某事

　　can’t choose but do sth.不得不做某事

　　can’t help ?it? 沒有辦法，控制不了

　　have no choice but to do sth.除了做某事以外別無選擇

　　句式2：If so / any / ever......

　　if so相當(dāng)于一個(gè)省略句, 表示如果那樣的話

　　if any如果有的話

　　if ever即使；曾經(jīng)

　　if not否則， 要不然

　　if necessary如果必要的話if possible如果可能的話

　　完成對(duì)以上內(nèi)容的自研，請(qǐng)同學(xué)們自主完成復(fù)習(xí)講義上突破重點(diǎn)句式部分的內(nèi)容

　　Step2：語法感悟

　　---非謂語動(dòng)詞 （不定式）

　　不定式作主語表示具體的或者一次性的動(dòng)作，特別是將來的動(dòng)作。

　　當(dāng)主語是不定式時(shí)，我們通常用it作先行主語置于句首。而在it's no use /good后，我們通常用動(dòng)名詞作真正的主語。

　　當(dāng)作定語時(shí)，不定式通常指將要發(fā)生的一個(gè)動(dòng)作；

　　當(dāng)作賓語時(shí)在這種情況下，不定式通常指的是將要發(fā)生的動(dòng)作

　　5.作目的狀語：to do,in order to do, so as to do.其中so as to do不用于句首。

　　6.作原因狀語：跟在某些形容詞，如：glad,surprised,amazed,delighted等后面。

　　7.作結(jié)果狀語：用在謂語動(dòng)詞的后面，表示意料之外的結(jié)果，可以用逗號(hào)隔開，還可以在不定式符號(hào)to的前面加副詞only強(qiáng)調(diào).

　　8.作程度結(jié)果：用于三種句型。Too...to..;enough...to..;so/such..as to"如此....以至于....."

　　完成P89上的單元語法、基礎(chǔ)鞏固上的微語法部分

　　Step3：Host by the team leader）

　　對(duì)學(xué)：

　　相互探討、核對(duì)答案，step2中各個(gè)時(shí)態(tài)的被動(dòng)形式，你的總結(jié)是什么呢？

　　五人互助組：

　　1小組長(zhǎng)主持，互相交流題目中的疑惑部分。

　　2探討并解答step3中的詞的詞性，各個(gè)詞的其他形式是什么？？

　　3.聽聽我的觀點(diǎn)：交流并分享自己的見解。

　　十人共同體：

　　根據(jù)本組所抽到的任務(wù)，在組長(zhǎng)的帶領(lǐng)下進(jìn)行互動(dòng)交流，形成本組的展示方案。

　　注意：合理分配人員及其所展示內(nèi)容，盡量讓全組成員都參與

　　展示單元一：

　　句式及語法處理----小組成員將復(fù)習(xí)講義上突破核心句式與單元語法、基礎(chǔ)鞏固中語境填詞、微語法部分的內(nèi)容呈現(xiàn)在黑板上。

　　要求：

　　內(nèi)容清晰；

　　講解清晰；

　　流程清晰；

　　提示：

　　小組間可以相互合作展示；

　　句子可以也采用思維導(dǎo)圖；

　　展示單元二：

　　詞匯及文本處理----針對(duì)詞匯及文本信息處理，將step2--3、詞義猜測(cè)、微寫作、晨誦文本部分的內(nèi)容呈現(xiàn)在黑板上。

　　要求：

　　文章大意梳理清晰；

　　講解清晰；

　　提示：

　　小組間可以相互合作展示；

　　Step2：語法感悟--翻譯句子感知句中不定式在句中充當(dāng)?shù)某煞?/p>

　　We eat to live rather than live to eat.

　　To own a flat of my own is my biggest dream. I will try to realize it.

　　It is important to respect people.

　　I have some letters to write.

　　5.We invite you to watch our performance tomorrow evening.

　　Step3:

　　寫出其形容詞并翻譯：

　　sensitive

　　amuse

　　寫出其名詞并翻譯：

　　identify

　　cautious

　　cruel

　　書寫評(píng)定：

　　晨誦文本：【美文賞析】----第一課時(shí)

　　One bitterly cold day，a snowstorm blew into our area.Needing firewood，I quickly set out with my best friend，Bruce，to look for a tree to cut down.I was glad to have Bruce along with.Cutting down a tree in a snowstorm can be dangerous.So it was important to have a friend who could warn me of danger.

　　When I chose a big tree about 23 meters tall and prepared to cut it down，my best friend suddenly warned me，“Don’t cut down that tree！It’s too close to the power line！”I wasn’t sure about it.So I decided to disregard his warning.I wanted to finish the job quickly and go home.So I began cutting down the tree.When the tree fell，there was no longer any doubt that my friend was right.

　　The tree caught the power line，bringing it to the ground.I considered cutting the tree off the line.After all，electricity can’t travel through wood，so I could safely remove the tree.As I reached out my finger to touch the tree，pain ran up my arm and through my head.I was shocked!

　　After I returned home and told my mother what had happened，she quickly called the power company.The workers from the power company soon arrived on the scene.One of them asked if I had touched the tree，and when I told him I had，his face turned pale.

　　“You should have been killed，” he said.

　　So why am I still alive？It was my boots that saved my life.

　　Within two hours，the workers removed the tree.Soon the_snowstorm_calmed_down—but_not_my_mother.

　　Even though she was glad I wasn’t hurt，my mother was still serious.After all，I shouldn’t have brushed off my friend’s warning.

　　Through this experience，I learn it’s important to listen to people who offer a different perspective.Taking time to listen might actually save a lot of time and trouble.It certainly would have kept me from getting the “shock” of my life.

　　引言： 本文是一篇記敘文。文章講述了“我”不顧朋友的提醒堅(jiān)持把一棵大樹砍倒了，被砸斷的電線差點(diǎn)要了“我”的命的故事。

　　—感知文本

　　A:

　　大聲朗讀文本，感知文本信息，并且體會(huì)的收集在隨堂筆記處的單詞。

　　B:

　　結(jié)合上下文，在大腦中呈現(xiàn)畫面，猜測(cè)你所寫單詞的意思。

　　C：

　　結(jié)合字典在核對(duì)你的單詞詞義。

　　Step2: 尋讀—脈絡(luò)把握

　　文章的細(xì)節(jié)把握---判斷

　　Part A中關(guān)于作者不顧布魯士的警告仍然要看到樹的原因的描述，正確的用T,錯(cuò)誤的用F。

　　Part B

　　Part B中關(guān)于作者在這篇文章中的信息的描述，正確的用T,錯(cuò)誤的用F。

　　Step3: 品讀— 讀出理解

　　The underlined part “the snowstorm calmed down—but not my mother” means “________”．firewood

　　warn

　　disregard

　　finger

　　perspective

　　serious

　　shock

　　Step2：True or False

　　Part A

　　A．he was sure there would be nothing to happen

　　B．he wasn’t sure if Bruce was right and was anxious to go home

　　C．he didn’t hear his friend’s warning at all because of the blowing wind

　　D．he knew electricity can’t travel through wood

　　Part B

　　A．But for his boots，the author would have died.

　　B．The author regretted having brushed off his friend’s warning.

　　C．The author knew nothing about electricity.

　　D．When the tree was cut down，the author realized his friend was right.

　　Step3：

　　A．my mother was still angry with me for not listening to my friend’s warning

　　B．my mother was still in fear of the terrible accident

　　C．my mother was still comforting me

　　D．my mother was still worried about my safety

　　附培輔單）