Unit 2 Exploring English Developing ideas 写作课时作业 2026-2027学年四川成都高一英语外研版必修第一册

外研版必修一 Unit 2 课时作业 Period 5（Developing ideas · 写作） 【应用场景】本课时作业适用于四川省成都市高一年级上学期学生，使用外研版《英语》（新标准）必修第一册 Unit 2 Exploring English；本课时作业为 Period 5（Developing ideas · 写作）的课后分层作业，对应教材第 30 页 Writing a story about a misunderstanding in English。它承接 Period 4 的阅读语篇 Misadventures in English（四则英语误解帖），把“读误解”推进到“写误解”：学生要看图梳理故事的来龙去脉，用一般过去时和板块表达支架，写出一段完整的英语误解故事。 一、作品基础信息 项目 填写内容 作业名称 外研版必修一 Unit 2 课时作业 Period 5（Developing ideas · 写作） 学段学科 高中英语 适用年级 高一上学期（成都地区） 教材版本 外研版《英语》（新标准）必修第一册（2019 年 7 月） 对应内容 Unit 2 Exploring English · Period 5（Developing ideas · 写作，教材 p30） 作业类型 课时分层作业 完成时长 总时长 60 分钟 设计者 杨自强（四川省成都市玉林中学） 二、设计背景与意图 （一）课标与教材分析 课标要求：本作业对标《普通高中英语课程标准（2017年版2025年修订）》：主题语境为“人与社会——跨文化沟通、包容”（课标表 3）与“人与自我——语言学习的规律、方法”（课标表 2 子主题 5）的交叉；落实语言能力（叙述与描写）、文化意识（跨文化理解）、思维品质（梳理因果、组织篇章）、学习能力（迁移写作策略）四项核心素养，对应学业质量水平一。本课时对应课标“应用实践—迁移创新”层级：以教材提供的图片情境为输入，完成一段个人经历叙事的书面输出。 教材地位：本课时对应 Unit 2 Developing ideas 板块的写作部分（教材第 30 页 Writing a story about a misunderstanding in English）：教材先以图片呈现情境——一个中国学生在英国家庭做客，主人说 "We'll have toad-in-the-hole for dinner"，学生误以为要吃蟾蜍，端上桌才知是香肠布丁（sausages in a pancake）；再用四个问题（Who were the people? Where did it take place? What happened? What caused the misunderstanding?）搭建故事框架；最后给出表达框 To my astonishment, … / It turned out that …，要求写一段话讲述这个故事。它是单元的输出环节：Period 4 读了四则真实的误解帖，本课时把“情境—误解—原因—化解”的结构迁移到自己的写作中，形成由读到写的闭环。 【What 主题语境与内容信息】 ① 主题语境（thematic context）：本课时属“人与社会——跨文化沟通、包容”，并延伸“人与自我——语言学习的规律、方法”；主题意义是“误解不是错误，而是一次学习机会”。 ② 板块内容（content information）：由三部分组成—— - 图片情境：英国家庭晚餐，主人说 "We'll have toad-in-the-hole for dinner"，主人公听成“蟾蜍在洞里”而大惊失色，端上桌才知是 sausages in a pancake（香肠布丁）； - 四问支架：故事的人物（Who）、地点（Where）、事件（What happened）、误解成因（What caused the misunderstanding），构成记叙文的基本要素； - 表达框：To my astonishment, … / It turned out that … 两组句式，用于表达“惊讶”与“真相揭晓”，是本课时写作的语言支架。 【Why 主题意义】 ① 写作意图（writer's intention）：编者的核心意图有二—— - 迁移阅读结构：把 Period 4 四则帖子的“情境 → 误解 → 原因 → 化解”四段式迁移到自己的叙事写作中，用一般过去时讲述一段真实或想象的个人经历； - 提供可复制的语言支架：以 To my astonishment, … / It turned out that … 让学生有话可写、有法可依。 ② 价值取向与立德树人（values & education）： - 文化意识：饮食、习语、称谓等文化差异都可能造成误解，理解差异是跨文化交际的第一步； - 思维品质：从“发生了什么”到“为什么会误解”再到“我学到了什么”，训练因果梳理与反思能力； - 学习能力：把“读—析—写”的路径迁移到今后的英语写作任务中去； - 情感态度：把闹笑话的经历转化为可分享、可成长的写作素材，建立面对语言差异的从容心态。 【How 板块组织特征】 ① 体裁（text type）：本课时为过程性写作任务（process writing）：图片输入 + 问题支架 + 表达框支持 → 段落输出；最终作品属第一人称记叙文（personal narrative）。 ② 篇章结构（organization）：采用“看图答问 → 梳理要素 → 搭建段落 → 写作输出”的任务链，对应记叙文的四要素：人物与地点（setting）→ 发生了什么（event）→ 误解成因（cause）→ 结果与领悟（resolution & reflection）。 ③ 语言特征（language features）： - 时态：以一般过去时为主叙述经历，辅以一般现在时表达反思（Now I know …）； - 关键句型：To my astonishment, … / It turned out that … / I should have asked … / I found it very odd that …——覆盖“惊讶—真相—反思”完整心理链，与 Period 4 帖文中的 I thought … meant … / It turned out … 一脉相承； - 词汇特征：toad-in-the-hole、sausages、pancake 等饮食文化词，astonishment、misunderstanding 等叙事关键词； - 衔接手段：at first / then / in the end / from then on 等时间连接词，体现叙事条理。 教学重难点：重点：记叙文四要素（人物、地点、事件、误解成因）的落实与一般过去时的准确运用；板块表达框 To my astonishment, … / It turned out that … 的活用。难点：把“误解的起因”交代清楚（不是简单记流水账），并写出“我学到了什么”的反思句；叙述中时态一致、衔接自然。 （二）学情分析 维度 具体描述 已有基础 已完成 Period 1-4，能读懂论坛帖中的误解经历，掌握 misadventure、wicked、odd、intend、informal 等词；能写 60 词左右的段落，会用一般过去时叙述简单经历 现有困惑 写故事时易只写“发生了什么”而漏掉“为什么误解”，成了流水账；时态混用（过去时中夹入现在时）；不会使用 To my astonishment / It turned out that 这类表达造成“惊讶—转折”的效果 差异分析 分层设置（基础/提高/拓展）：基础档保底本板块词汇与短语用法，提高档回到情境语篇与叙述句型内化，拓展档完成故事写作与反思表达，由词到句再到篇 （三）设计意图 本课时作业以“回味—内化—搭建—输出”为线索，按标准题型分层命制：先以单句语境填空与短语填空夯实阅读与写作板块的核心词汇与叙事短语，再以句型结构填空与情境语篇语法填空内化“惊讶—真相—反思”的表达支架，最后以“误解故事首段补全”书面表达填空完成支架写作，再以“为校英文报 Lost in Translation 专栏写中文表达词条”的跨文化任务，实现从“读懂英语里的误解”到“向英语读者说明中文表达”的反向输出。答案解析逐块给出“考查目标—分析—答案”，便于自查与批改，落实“教—学—评”一致。 三、作业目标 目标维度 编号 具体目标 对应核心素养 评价证据 知识理解 1 能准确理解并运用叙事核心词与短语（misadventure、remind、rather、comment、wicked、odd、negative、error、intend、informal、come across、be based on、take place、look forward to 等） 语言能力 单句与短语填空中词汇与短语正确率 ≥ 80% 能力运用 2 能运用记叙文四要素（人物、地点、事件、误解成因）与 To my astonishment, … / It turned out that … 等句型，用一般过去时写出一段完整的误解故事 语言能力、思维品质 故事含四要素、时态一致、用对 ≥2 个板块句式 思维发展、情感态度 3 能交代清楚误解的成因并写出反思；能用英语向外国读者解释中文表达的字面与实际含义、指出可能产生的误解，并说出哪一条最难解释及理由 文化意识、学习能力 故事结尾有明确反思句；专栏词条含“字面意思—实际含义—误会情境”三要素，并有一句“最难的表达”观点句 四、作业内容与目标对应表 题号 题型 题目内容 分值 时长 对应目标编号 设计意图 I 单句语境填空 15 个单句，考查阅读与写作板块核心词的词性转换与语境选用 15 8min 1 夯实叙事词汇双基，落实词形与词性转换 II 用所给短语的适当形式填空 10 个单句，从词条表选短语并用适当形式填空 20 8min 1 在语境中运用叙事短语，服务故事写作 III 句型结构填空 5 个单句，每空一词，考查“惊讶—真相—反思”核心句型 10 4min 2 内化板块表达框与叙事句式 IV 情境语篇语法填空 依据教材图片情境改编的故事语篇，挖空 15 处 15 10min 2 在情境语篇中内化叙事时态与表达支架 V 书面表达填空 按中文提示补全一段误解故事首段，10 处空白 20 15min 3 从支架写作走向半开放输出 VI 跨文化专栏词条写作 自创情境，从 6 个中文表达中选 3 个，为校英文报 "Lost in Translation" 专栏各写一条词条（80-100 词） 20 15min 1、3 迁移创新：用英语向外国读者解释中文表达，跨文化反向输出 五、作业评价 （一）评价维度与量规 维度 A（优秀） B（良好） C（待改进） 权重 得分 知识理解 板块词汇与短语全对，词形精准 少量拼写或词形错误 较多基础错误 20% 能力运用 四要素齐全，时态一致，句式准确 要素基本齐全但时态偶有混用 要素缺失，叙述混乱 30% 思维发展 叙事因果清楚；能点出“字面与实际”的差距并作出取舍判断 有归纳但较笼统 只罗列现象，无分析 30% 情感态度 结尾反思自然、有真实感悟 反思较空泛 无反思或态度消极 20% 六、试题详情 说明：本部分共六大题，满分 100 分，建议完成时长 60 分钟。其中 V、VI 为原创题（自创情境 / 写作任务），其余为基础性与提高性训练题。 I.单句语境填空（每小题 1 分，满分 15 分）（基础题） 1. To my ________ (astonish), the "toad in the hole" was just sausages in a pancake. 2. The dish ________ (turn) out to be a traditional kind of British food. 3. I had ________ (intend) to go home early, but I stayed for dinner. 4. In British English, "wicked" is an ________ (formal) word meaning "very good". 5. Many learners find English idioms ________ (confuse) at first. 6. There were no ________ (error) in his paper, so he was surprised by "Not bad!". 7. My host family made a ________ (comment) on the food I cooked last Sunday. 8. That funny experience was a real ________ (misadventure) in English. 9. The story ________ (remind) me of my own trip to London. 10. I would ________ (rather) ask a question than guess what a word means. 11. The shoe section was actually ________ (stair) on the ground floor. 12. I was looking forward to ________ (get) a positive comment on my story. 13. The name of the dish ________ (actual) means "sausages in a pancake". 14. In the end, I ________ (realise) it was a misunderstanding, not a mistake. 15. Don't take a ________ (negative) comment as a failure; learn from it. II.用所给短语的适当形式填空（每空 2 分，满分 20 分）（基础题） Complete the sentences with the proper forms of the phrases in the box. Each phrase is used once. to one's astonishment | it turned out that | take place | at first | in the end | look forward to | come across | be based on | rather than | make a comment on 1. ________, the "toad in the hole" was just sausages in a pancake. 2. It ________ the name of the dish had nothing to do with a real toad. 3. The story ________ in a small town in England last summer. 4. ________, I thought the British family were playing a joke on me. 5. ________, I understood that it was just a different way of naming food. 6. I ________ my first dinner with a British family that evening. 7. When I ________ an unfamiliar dish name, I asked what it was made of. 8. The story is ________ a real experience of mine. 9. ________ guessing, I asked the host directly what the dish was. 10. My host mother ________ my cooking that evening. III.句型结构填空（每空一词，每空 1 分，满分 10 分）（提高题） Complete the sentences with one word in each blank. 1. It turned ________ ________ the dish was sausages in a pancake. 2. To ________ ________, the British family ate it with a fork. 3. I wasn't sure ________ the name ________ the dish was a joke. 4. I found ________ very ________ that the name sounded so strange. 5. I should ________ ________ what the dish was made of. IV.情境语篇语法填空（每空 1 分，满分 15 分）（提高题） Read the story adapted from the writing section and fill in each blank with one proper word. Last summer, I stayed with a British family during a summer school in England. One evening, my host mother said with a smile, "We'll have toad-in-the-hole for dinner!" I was very ________ (1) — how could anyone eat a toad? When the dish came, I found ________ (2) looked like sausages in a pancake, and it smelled wonderful. My host mother explained that toad-in-the-hole is a ________ (3) British dish: sausages baked in batter. I should ________ (4) asked what it was made of, but I was too shy. ________ (5) my astonishment, the dish was delicious, and I asked for more. Later that week, I ________ (6) across other expressions that puzzled me, such as "a frog in one's throat" and "wicked". It ________ (7) out that English is full of such funny names and meanings. This small experience ________ (8) me that a misunderstanding is not a mistake — it is a chance to learn. Now, when I meet something unfamiliar, I will ask ________ (9) than guess. If we are aware ________ (10) cultural differences and keep asking questions, English becomes much more ________ (11) to learn. Our English teacher asked us to write a story about a misunderstanding in English, so I decided to write about this ________ (12) experience. In my story I will use the useful expressions "I was really ________ (13) ," and "________ (14) turned out that …". I hope my classmates will find the story ________ (15) . V.（原创）书面表达填空（每空 2 分，满分 20 分）（拓展题） Jack is writing a story about a misunderstanding in English. Complete the first paragraph with proper English according to the Chinese hints. Last summer, I ________ (1. 和一位英国朋友待在一起) in London. One day, he told me that we would have "toad-in-the-hole" for dinner. ________ (2. 让我惊讶的是), I thought he was going to cook a toad! ________ (3. 一开始), I ________ (4. 不敢问) what it was made of. When the dish came, I found it ________ (5. 看起来像香肠和煎饼). Then my friend ________ (6. 向我解释) that it was a traditional British dish. ________ (7. 结果) it was delicious. I ________ (8. 学到了) that a name can mean something quite different from what we expect. From then on, I always ________ (9. 问清楚) instead of guessing. A misunderstanding is not a mistake — it is ________ (10. 一次学习的机会). VI.（原创）跨文化专栏词条写作（满分 20 分）（拓展·创新题） Your school English newspaper is starting a new column called "Lost in Translation" — a place for Chinese students to introduce Chinese expressions that often puzzle English speakers. Now you are invited to write for it. Choose THREE of the expressions below and write ONE entry (about 30 words) for each, 80-100 words in total. The example is given only to show you how to write, so do not include it in your answer. • chi cu（吃醋）— literally "eat vinegar" • ma lu（马路）— literally "horse road" • hong bao（红包）— literally "red packet" • jia you（加油）— literally "add oil" • pai ma pi（拍马屁）— literally "pat a horse's bottom" Each entry should include: • the expression and what the words seem to mean (you may use the hint above); • what it really means today; • one situation in which an English speaker may misunderstand it. At the end, add ONE sentence to answer: Which of your three expressions do you think is the hardest for English speakers? Why? Useful expressions: — In Chinese, "…" literally means "…", but it actually means … — It is often used when … — An English speaker may think …, but in fact … — What makes it hard is that … — That is why language is full of fun and creativity. 七、答案与解析 【I.单句语境填空】 【考查目标】考查阅读与写作板块核心词（astonishment、turn out、intend、informal、confuse、error、comment、misadventure、remind、rather、downstairs、actually、realise、negative）在单句中的词性转换、派生与语境选用，落实“语言知识——词汇”的基础要求，体现基础性。 【分析】①astonish→astonishment（名词，To my astonishment 为教材写作板块 Useful expressions 原句）；②turn out（固定短语，"结果是"，叙述过去用 turned）；③intend→intended（过去完成时 had intended，"本打算"，教材原句 finished later than we had intended）；④formal→informal（加前缀 in- 表否定，"非正式的"，教材对 wicked 的语域说明）；⑤confuse→confusing（现在分词作形容词，修饰事物，"令人困惑的"，复习 Period 1 词汇）；⑥error→errors（no 后接复数，"错误"）；⑦comment（名词，"评语"，make a comment on）；⑧misadventure（名词，"小意外、倒霉事"，本板块关键词）；⑨remind（remind sb of sth，"使某人想起"，主语 story 为单数用 reminds）；⑩rather（would rather do … than do … 固定结构）；⑪stair→downstairs（副词，"在楼下"，教材 Sophie 帖原句）；⑫get→getting（look forward to 后接动词-ing）；⑬actual→actually（副词，"实际上"）；⑭realise（动词过去式，叙述过去，"意识到"）；⑮negative（形容词，"负面的"，与 positive 相对）。解题须先判断句子成分与提示词词性，再确定词形；第 1 题与第 13 题均可回教材写作板块定位。 【答案】1. astonishment　2. turned　3. intended　4. informal　5. confusing　6. errors　7. comment　8. misadventure　9. reminds　10. rather　11. downstairs　12. getting　13. actually　14. realised　15. negative 【II.用所给短语的适当形式填空】 【考查目标】考查叙事核心短语（to one's astonishment / it turned out that / take place / at first / in the end / look forward to / come across / be based on / rather than / make a comment on）在误解故事语境中的准确运用，体现应用性；其中 to one's astonishment 与 it turned out that 为教材写作板块表达框原句。 【分析】①To my astonishment（"令我惊讶的是"，板块表达框原句，句首大写，人称随语境用 my / his / our）；②turned out that（It turned out that …，"结果是……"，叙述过去用一般过去时）；③took place（"发生"，叙述过去用一般过去时）；④At first（"一开始"，与 in the end 呼应）；⑤In the end（"最后，最终"，叙事收束）；⑥was looking forward to（"期待"，叙述过去用过去进行时，后接名词短语）；⑦came across（"偶然遇到"，叙述过去用一般过去时）；⑧is based on（"以……为依据"，陈述事实用一般现在时）；⑨Rather than（"而不是"，后接动词-ing，句首大写）；⑩made a comment on（"对……作评语"，叙述过去用一般过去时）。解题须先判断时态与人称，再确定短语形式；注意 look forward to 后接名词或动词-ing，rather than 后接动词-ing 与前面动名词并列。 【答案】1. To my astonishment　2. turned out that　3. took place　4. At first　5. In the end　6. was looking forward to　7. came across　8. is based on　9. Rather than　10. made a comment on 【III.句型结构填空】 【考查目标】考查叙事“惊讶—真相—反思”核心句型（It turned out that … / To one's astonishment, … / I wasn't sure whether … / find it + adj. + that … / should have done）在单句中的准确还原，体现基础性中的应用能力。 【分析】①It turned out that …（"结果是……"，教材写作板块表达框，故填 out / that）；②To one's astonishment（"令某人惊讶的是"，教材写作板块表达框，主语 I 对应 one's = my，故填 my / astonishment）；③be not sure whether …（"不确定是否……"，表疑问用 whether），the name of the dish（"……的名字"，用介词 of，故填 whether / of）；④find it + adj. + that 从句中 it 为形式宾语，前半句已给 very 作程度修饰，需填形容词 odd（"奇怪的"，本板块词），故填 it / odd；⑤should have done 表"本该做而没做"（反思语气），故填 have / asked。解题须识别句型标志词（turned / To … / sure / found … very / should），再按结构补词，每空一词。 【答案】1. out; that　2. my; astonishment　3. whether; of　4. it; odd　5. have; asked 【IV.情境语篇语法填空】 【考查目标】依托教材写作板块的图片情境（英国家庭晚餐 toad-in-the-hole）改编的故事语篇设空，考查在完整叙事中把握时态、搭配与叙事逻辑的能力，内化“情境—误解—真相—反思”的结构与板块表达支架，呼应“教考衔接、回归课本”的导向，体现综合性。 【分析】①astonished（形容词作表语，"感到惊讶的"，叙述主语 I 用 -ed 形式）；②it（代词作 found 的宾语从句主语，指代 the dish）；③traditional（形容词，"传统的"，修饰 British dish）；④have（should have done，"本该问却没问"，反思语气）；⑤To（To my astonishment 固定表达，句首大写）；⑥came（come across 固定短语，"偶然遇到"，叙述过去用过去式）；⑦turned（It turned out that …，"结果是"，叙述过去用过去式）；⑧reminds（一般现在时表客观陈述，"这件事提醒我"）；⑨rather（rather than，"而不是"）；⑩of（be aware of，"意识到"）；⑪enjoyable（形容词，"令人愉快的"，becomes + adj.）；⑫real（形容词，"真实的"，修饰 experience）；⑬surprised（形容词，"感到惊讶的"，作表语）；⑭It（It turned out that 的句首 It，大写）；⑮interesting（形容词作宾语补足语，"有趣的"，修饰 story 用 -ing 形式）。解题须回到叙事逻辑判断时态（过去叙述 vs 现在的反思），并注意 -ed / -ing 形容词的区别。 【答案】1. astonished　2. it　3. traditional　4. have　5. To　6. came　7. turned　8. reminds　9. rather　10. of　11. enjoyable　12. real　13. surprised　14. It　15. interesting （原创）【V.书面表达填空】 【考查目标】考查用叙事词汇、板块表达框与一般过去时补全故事首段的能力（半开放的支架写作），落实语言能力与思维品质，体现应用性与开放性。 【分析】评分看“时态一致 + 要素齐全 + 表达地道 + 逻辑连贯”。参考答案：①stayed with a British friend；②To my astonishment / To my surprise；③At first；④didn't dare to ask；⑤looked like sausages in a pancake；⑥explained to me；⑦It turned out that；⑧learned / realised；⑨ask clearly / ask about it（先问清楚）；⑩a chance to learn。本题重点在首段“人物—地点—事件—误解”四要素的落实与叙事时态的连贯，而非逐字对应；为半开放性表达，允许同义替换，答案不唯一。 【答案】1. stayed with a British friend　2. To my astonishment（或 To my surprise）　3. At first　4. didn't dare to ask　5. looked like sausages in a pancake　6. explained to me　7. It turned out that　8. learned（或 realised）　9. ask clearly / ask about it　10. a chance to learn（答案不唯一，合理即可） （原创）【VI.跨文化专栏词条写作】 【考查目标】在写作课时语境下，以“为校英文报 Lost in Translation 专栏写词条”为任务，考察学生用英语向外国读者解释中文表达的字面意思、实际含义与误会情境的能力，实现跨文化反向输出——从“读懂英语里的误解”走向“向英语读者说明中文里的表达”，落实语言能力、文化意识与思维品质，体现应用性与创新性；情境与选材均为自创，呼应“教—学—评”一致。 【分析】本题为跨文化说明性写作，按“三要素齐备 + 语言准确 + 跨文化思辨”三维评分。评分重点：①每条词条含“字面意思—实际含义—误会情境”三要素；②说明含义用一般现在时、表达“可能误解”用 may / might 等情态动词，语言准确；③结尾能挑出自己认为最难解释的一条并说明理由（考查跨文化思辨）；④能点出误解的根源在于“字面意思与实际含义的差距”，呼应单元主题“英语的趣味性与创造性”。常见失误：只翻译中文、不解释字面与实际的区别；“误会情境”写成一句空话；三条词条句式雷同。答案不唯一：可从所给六个中任选三个，也可另写其他中文表达（如 chī xiāng 吃香、tuō yán 拖延），只要三要素齐备即可。 【答案】Sample entries（任选三条即可；此处示范“吃醋 / 马路 / 加油”三条）： 1) Chi cu（吃醋） Literal meaning: "eating vinegar" — it sounds like eating something sour. Real meaning: it means feeling jealous, especially when someone you like pays attention to another person. In a situation: If you tell a foreign friend "I am eating vinegar", he may think you are having something sour for lunch, not that you are jealous! 2) Ma lu（马路） Literal meaning: "horse road" — it sounds like a road built for horses. Real meaning: it simply means a road or a street for traffic today. In a situation: If you say "Look out! There are many horses on the ma lu", an English speaker may look for horses instead of cars. 3) Jia you（加油） Literal meaning: "add oil" — it sounds like putting oil into a machine. Real meaning: it is used to cheer someone on, like "Come on!" or "You can do it!". In a situation: If you shout "Add oil!" to a foreign friend before a match, he may think you are talking about a car, not about cheering him on. The hardest one: I think "jia you" is the hardest, because there is no word-for-word match in English and its meaning changes with the situation. 【其他三条备选的参考要点】dian xin 点心 = small snacks (dim sum), not a small heart; hong bao 红包 = a red envelope with money given at festivals such as Spring Festival, not just a packet; pai ma pi 拍马屁 = flattering someone in order to please them, not really about a horse. 【评分建议】满分 20 分：内容完整 12 分（每条 4 分：字面意思 1 分 + 实际含义 2 分 + 误会情境 1 分，三条共 12 分）+ 语言表达 5 分（用词准确、句式有变化、无明显语法错误）+ 跨文化思辨 3 分（能挑出最难解释的一条并说明理由，或能指出“字面意思与实际含义的差距”是误解的根源）；只写中文释义、未写误会情境的，每条最多得 2 分；缺最后的思考句扣 1-2 分；词数明显不足 60 词酌情扣 2-3 分；所选表达不限于所给六个，答案不唯一。 学科网（北京）股份有限公司 $外研版必修一Unit2课时作业Period5(Developing ideas·写 作) 【应用场景】本课时作业适用于四川省成都市高一年级上学期学生，使用外研版《英语》（新 标准)必修第一册Unit2 Exploring English;本课时作业为Period5(Developing ideas·写作)的课 后分层作业，对应教材第30页Writing a story about a misunderstanding in English。它承接Period4的 阅读语篇Misadventures in English(四则英语误解帖)，把“读误解”推进到“写误解”：学生要看 图梳理故事的来龙去脉，用一般过去时和板块表达支架，写出一段完整的英语误解故事。 一、作品基础信息 项目 填写内容 作业名称 外研版必修一Unit2课时作业Period5(Developing ideas·写作) 学段学科 高中英语 适用年级 高一上学期（成都地区） 教材版本 外研版《英语》（新标准）必修第一册(2019年7月) 对应内容 Unit2 Exploring English·Period5(Developing ideas·写作，教材p30) 作业类型 课时分层作业 完成时长 总时长60分钟 设计者 杨自强（四川省成都市玉林中学） 二、设计背景与意图 (一)课标与教材分析 课标要求：本作业对标《普通高中英语课程标准（2017年版2025年修订)》：主题语境为“人 与社会一跨文化沟通、包容”（课标表3）与“人与自我一语言学习的规律、方法”（课标表2 子主题5)的交叉；落实语言能力（叙述与描写）、文化意识（跨文化理解）、思维品质（梳理因 果、组织篇章)、学习能力（迁移写作策略）四项核心素养，对应学业质量水平一。本课时对应课 标“应用实践一迁移创新”层级：以教材提供的图片情境为输入，完成一段个人经历叙事的书面输 出。 教材地位：本课时对应Unit2 Developing ideas板块的写作部分（教材第30页Writing a story about a misunderstanding in English)：教材先以图片呈现情境一一个中国学生在英国家庭做客，主 人说"We''ll have toad-in-the-hole for dinner'",学生误以为要吃蟾蜍，端上桌才知是香肠布丁(sausages in a pancake);再用四个问题(Who were the people?Where did it take place?What happened?What caused the misunderstanding??)搭建故事框架；最后给出表达框To my astonishment,.../It turned out that..,要求写一段话讲述这个故事。它是单元的输出环节：Period4读了四则真实的误解帖，本课 时把“情境一误解一原因一化解”的结构迁移到自己的写作中，形成由读到写的闭环。 【What主题语境与内容信息】 ①主题语境(thematic context)：本课时属“人与社会一跨文化沟通、包容”，并延伸“人 与自我—语言学习的规律、方法”；主题意义是“误解不是错误，而是一次学习机会”。 ②板块内容(content information):由三部分组成 -图片情境：英国家庭晚餐，主人说"We''ll have toad-in-the-hole for dinner'",主人公听成“蟾蜍 在洞里”而大惊失色，端上桌才知是sausages in a pancake(香肠布丁)； -四问支架：故事的人物(Who)、地点(Where)、事件(What happened)、误解成因 (What caused the misunderstanding),构成记叙文的基本要素； -表达框：To my astonishment,,./It turned out that..两组句式，用于表达“惊讶”与“真相 揭晓”，是本课时写作的语言支架。 【Why主题意义】 ①写作意图(writer's intention):编者的核心意图有二 -迁移阅读结构：把Period4四则帖子的“情境→误解→原因→化解”四段式迁移到自己的 叙事写作中，用一般过去时讲述一段真实或想象的个人经历； -提供可复制的语言支架：以To my astonishment,.../It turned out that..让学生有话可写、有 法可依。 ②价值取向与立德树人(values&education): ~文化意识：饮食、习语、称谓等文化差异都可能造成误解，理解差异是跨文化交际的第一 步 -思维品质：从“发生了什么”到“为什么会误解”再到“我学到了什么”，训练因果梳理与 反思能力： ~学习能力：把“读一析一写”的路径迁移到今后的英语写作任务中去： -情感态度：把闹笑话的经历转化为可分享、可成长的写作素材，建立面对语言差异的从容心 态。 【How板块组织特征】 ①体裁(text type)：本课时为过程性写作任务(process writing)：图片输入+问题支架+ 表达框支持→段落输出；最终作品属第一人称记叙文(personal narrative)。 ②篇章结构(organization)：采用“看图答问→梳理要素→搭建段落→写作输出”的任务 链，对应记叙文的四要素：人物与地点(setting)→发生了什么(event)→误解成因(cause)→ 结果与领悟(resolution&reflection)。 ③语言特征(language features): -时态：以一般过去时为主叙述经历，辅以一般现在时表达反思(Now I know.); -关键句型：To my astonishment,.../It turned out that../I should have asked../I found it very odd that..一覆盖“惊讶一真相一反思”完整心理链，与Period4帖文中的I thought...meant../ It turned out..一脉相承； -词汇特征：toad-in-the-hole、sausages、.pancake等饮食文化词，astonishment、 misunderstanding等叙事关键词； -衔接手段：at first/hen/in the end/from then on等时间连接词，体现叙事条理。 教学重难点：重点：记叙文四要素（人物、地点、事件、误解成因）的落实与一般过去时的 准确运用；板块表达框To my astonishment,./It turned out that.的活用。难点：把“误解的起 因”交代清楚（不是简单记流水账），并写出“我学到了什么”的反思句；叙述中时态一致、衔 接自然。 (二)学情分析 维度 具体描述 己完成Period 1-4,能读懂论坛帖中的误解经历，掌握misadventure、 己有基础 wicked、odd、intend、informal等词；能写60词左右的段落，会用一般 过去时叙述简单经历 写故事时易只写“发生了什么”而漏掉“为什么误解”，成了流水账； 现有困惑 时态混用（过去时中夹入现在时）；不会使用To my astonishment/It turned out that这类表达造成“惊讶一转折”的效果 分层设置（基础提高/拓展）：基础档保底本板块词汇与短语用法，提高 差异分析 档回到情境语篇与叙述句型内化，拓展档完成故事写作与反思表达，由 词到句再到篇 (三)设计意图 本课时作业以“回味一内化一搭建一输出”为线索，按标准题型分层命制：先以单句语境填 空与短语填空夯实阅读与写作板块的核心词汇与叙事短语，再以句型结构填空与情境语篇语法填 空内化“惊讶一真相一反思”的表达支架，最后以“误解故事首段补全”书面表达填空完成支架 写作，再以“为校英文报Lost in Translation专栏写中文表达词条”的跨文化任务，实现从“读懂 英语里的误解”到“向英语读者说明中文表达”的反向输出。答案解析逐块给出“考查目标一分 析一答案”，便于自查与批改，落实“教一学一评”一致。 三、作业目标 目标维度 编号 具体目标 对应核心素养 评价证据 能准确理解并运用叙事核心词与 短语(misadventure、remind、 rather、comment、wicked、odd 单句与短语填空中词汇与 知识理解 negative、eror、intend、 语言能力 短语正确率≥80% informal、.come across、be based on、take place、look forward to 等) 能运用记叙文四要素（人物、地 语言能力、思 故事含四要素、时态一 能力运用 点、事件、误解成因)与Tomy 维品质 致、用对≥2个板块句式 astonishment,...It turned out that.等句型，用一般过去时写 出一段完整的误解故事 能交代清楚误解的成因并写出反 故事结尾有明确反思句； 思；能用英语向外国读者解释中 思维发展、 文表达的字面与实际含义、指出 文化意识、学 专栏词条含“字面意思 实际含义一误会情境”三 情感态度 可能产生的误解，并说出哪一条 习能力 要素，并有一句“最难的 最难解释及理由 表达”观点句 四、作业内容与目标对应表 题 对应目标 号 题型 题目内容 分值 时长 编号 设计意图 15个单句，考查阅读与写作 夯实叙事词汇双 单句语境填空 板块核心词的词性转换与语 15 8min 基，落实词形与词 境选用 性转换 在语境中运用叙事 用所给短语的 10个单句，从词条表选短语 20 8min 短语，服务故事写 适当形式填空 并用适当形式填空 作 5个单句，每空一词，考查 内化板块表达框与 In 句型结构填空 “惊讶一真相一反思”核心 10 4min 2 叙事句式 句型 在情境语篇中内化 情境语篇语法 依据教材图片情境改编的故 IV 15 10min 叙事时态与表达支 填空 事语篇，挖空15处 架 按中文提示补全一段误解故 从支架写作走向半 书面表达填空 20 事首段，10处空白 15min 3 开放输出 自创情境，从6个中文表达 迁移创新：用英语 跨文化专栏词 中选3个，为校英文报"Lost 向外国读者解释中 VI 20 条写作 15min 1、 in Translation"专栏各写一条 文表达，跨文化反 词条(80-100词) 向输出 五、作业评价 (一)评价维度与量规 维度 A(优秀) B(良好) C(待改进) 权 得 分 板块词汇与短语全对，词 知识理解 少量拼写或词形错误 较多基础错误 20 形精准 % 四要素齐全，时态一致， 要素基本齐全但时态偶有 要素缺失，叙述混 30 能力运用 句式准确 混用 乱 % 叙事因果清楚：能点出 “字面与实际”的差距并 只罗列现象，无分 思维发展 有归纳但较笼统 30 作出取舍判断 析 结尾反思自然、有真实感 情感态度 反思较空泛 20 悟 无反思或态度消极 % 六、试题详情 说明：本部分共六大题，满分100分，建议完成时长60分钟。其中V、Ⅵ为原创题（自创情 境/写作任务)，其余为基础性与提高性训练题。 I.单句语境填空（每小题1分，满分15分）（基础题） 1.Tomy (astonish),the"toad in the hole"was just sausages in a pancake. 2.The dish (turn)out to be a traditional kind of British food. 3.I had (intend)to go home early,but I stayed for dinner. 4.In British English,"wicked"is an (formal)word meaning"very good" 5.Many learners find English idioms (confuse)at first. 6.There were no_ (error)in his paper,so he was surprised by"Not bad!" 7.My host family made a (comment)on the food I cooked last Sunday. 8.That funny experience was a real (misadventure)in English. 9.The story (remind)me of my own trip to London. 10.I would (rather)ask a question than guess what a word means. 11.The shoe section was actually (stair)on the ground floor. 12.I was looking forward to (get)a positive comment on my story. 13.The name of the dish (actual)means "sausages in a pancake". 14.In the end,I (realise)it was a misunderstanding,not a mistake. 15.Don't take a (negative)comment as a failure;learn from it. IⅡ.用所给短语的适当形式填空（每空2分，满分20分)（基础题) Complete the sentences with the proper forms of the phrases in the box.Each phrase is used once. to one's astonishment it turned out that take place at first in the end look forward to come across be based on rather than make a comment on the"toad in the hole"was just sausages in a pancake. 2.It the name of the dish had nothing to do with a real toad. 3.The story in a small town in England last summer. ? I thought the British family were playing a joke on me 5 I understood that it was just a different way of naming food. 6.I my first dinner with a British family that evening. 7.When I an unfamiliar dish name,I asked what it was made of. 8.The story is」 a real experience of mine. guessing,I asked the host directly what the dish was. 10.My host mother my cooking that evening. II句型结构填空（每空一词，每空1分，满分10分)（提高题） Complete the sentences with one word in each blank. 1.It turned the dish was sausages in a pancake. 2.To the British family ate it with a fork. 3.I wasn't sure the name the dish was a joke. 4.I found very that the name sounded so strange 5.I should what the dish was made of. IV.情境语篇语法填空（每空1分，满分15分）（提高题） Read the story adapted from the writing section and fill in each blank with one proper word. Last summer,I stayed with a British family during a summer school in England.One evening,my host mother said with a smile,"We'll have toad-in-the-hole for dinner!"I was very (1)-how could anyone eat a toad? When the dish came,I found (2)looked like sausages in a pancake,and it smelled wonderful.My host mother explained that toad-in-the-hole is a(3)British dish:sausages baked in batter.I should (4)asked what it was made of,but I was too shy. (5)my astonishment,the dish was delicious,and I asked for more.Later that week,I (6)across other expressions that puzzled me,such as"a frog in one's throat"and "wicked".It (7) out that English is full of such funny names and meanings This small experience (8)me that a misunderstanding is not a mistake -it is a chance to learn Now,when I meet something unfamiliar,I will ask (9)than guess.Ifwe are aware (10) cultural differences and keep asking questions,English becomes much more (11)to learn. Our English teacher asked us to write a story about a misunderstanding in English,so I decided to write about this (12)experience.In my story I will use the useful expressions"I was really (13),"and" (14)turned out that...".I hope my classmates will find the story (15). V.(原创)书面表达填空（每空2分，满分20分）（拓展题) Jack is writing a story about a misunderstanding in English.Complete the first paragraph with proper English according to the Chinese hints Last summer,I (l.和一位英国朋友待在一起)in London.One day,he told me that we would have "toad-in-the-hole"for dinner. (2.让我惊讶的是)，I thought he was going to cook a toad! (3.一开始)，1 (4.不敢问)what it was made of.When the dish came,I found it (5.看起来像香肠和煎饼).Then my friend (6.向我解释)that it was a traditional British dish. (7.结果)it was delicious.I (8.学到了)that a name can mean something quite different from what we expect.From then on,I always (9.问清楚)instead of guessing..A misunderstanding is not a mistake-it is (10.一次学习的机会). V1.(原创)跨文化专栏词条写作（满分20分)（拓展创新题） Your school English newspaper is starting a new column called"Lost in Translation"-a place for Chinese students to introduce Chinese expressions that often puzzle English speakers.Now you are invited to write for it Choose THREE of the expressions below and write ONE entry (about 30 words)for each,80-100 words in total.The example is given only to show you how to write,so do not include it in your answer. ·chi cu(吃醋)一literally"eat vinegar" ·malu(马路)一literally"horse road" ·hong bao(红包)一literally"red packet'" ·jia you(加油)一literally"add oil" ·pai ma pi(拍马屁)一literally"pat a horse's bottom" Each entry should include: the expression and what the words seem to mean (you may use the hint above); what it really means today; one situation in which an English speaker may misunderstand it. At the end,add ONE sentence to answer:Which of your three expressions do you think is the hardest for English speakers?Why? Useful expressions: -In Chinese,"...literally means "..."but it actually means... -It is often used when... An English speaker may think...,but in fact... What makes it hard is that... That is why language is full of fun and creativity 七、答案与解析 【1.单句语境填空】 【考查目标】考查阅读与写作板块核心词(astonishment、turn out、.intend、informal、confuse、.eror、 comment、misadventure、remind、rather、downstairs、actually、realise、negative)在单句中的词性转 换、派生与语境选用，落实“语言知识一词汇”的基础要求，体现基础性。 【分析】①astonish→astonishment(名词，To my astonishment为教材写作板块Useful expressions原 句)；②turn out(固定短语，"结果是"，叙述过去用turned);③intend-→intended(过去完成时had intended,"本打算"，教材原句finished later than we had intended);④formal-→informal(加前缀im 表否定，"非正式的"，教材对wicked的语域说明)；⑤confuse-→confusing(现在分词作形容词，修 饰事物，"令人困惑的"，复习Period1词汇)；⑥eIor→eors(no后接复数，"错误")；⑦comment (名词，"评语"，make a comment on);⑧misadventure（名词，"小意外、倒霉事"，本板块关键词)： ⑨remind(remind sb of sth,"使某人想起"，主语stoy为单数用reminds).;⑩rather(would rather do.. than do..固定结构)；①stair-→downstairs(副词，"在楼下"，教材Sophie帖原句)；②get一→getting (look forward to后接动词-ing);③actual-→actually(副词，"实际上")；④realise(动词过去式， 叙述过去，"意识到")；⑤negative(形容词，"负面的"，与positive相对)。解题须先判断句子成分 与提示词词性，再确定词形；第1题与第13题均可回教材写作板块定位。 【答案】1.astonishment2.tmed3.intended4.informal5.confusing6.errors7.comment&. misadventure 9.reminds 10.rather 11.downstairs 12.getting 13.actually 14.realised 15.negative 【II.用所给短语的适当形式填空】 【考查目标】考查叙事核心短语(to one's astonishment/it turned out that/take place/at first/in the end/look forward to/come across/be based on/rather than/make a comment on)在误解故事语境中 的准确运用，体现应用性：其中to one's astonishment与it turned out that为教材写作板块表达框原句。 【分析】①To my astonishment("令我惊讶的是"，板块表达框原句，句首大写，人称随语境用my/ his/or);②turned out that(It turned out that..,"结果是.."，叙述过去用一般过去时)；③took place("发生"，叙述过去用一般过去时)；④At first("一开始"，与in the end呼应)；⑤In the end ("最后，最终"，叙事收束)；⑥was looking forward to("期待"，叙述过去用过去进行时，后接名 词短语)；⑦came across("偶然遇到"，叙述过去用一般过去时)；⑧is based on("以...为依据"， 陈述事实用一般现在时)；⑨Rather than("而不是"，后接动词-ing,句首大写)；⑩made a comment o("对...作评语"，叙述过去用一般过去时)。解题须先判断时态与人称，再确定短语形式；注 意look forward to后接名词或动词-ing,rather than后接动词-ing与前面动名词并列。 【答案】1.To my astonishment2.turned out that3.took place4.At first5.In the end6.was looking forward to 7.came across 8.is based on 9.Rather than 10.made a comment on 【IIL.句型结构填空】 【考查目标】考查叙事“惊讶一真相一反思”核心句型(It turned out that../To one's astonishment,. /I wasn't sure whether../find it+adj.+that../should have done)在单句中的准确还原，体现基础 性中的应用能力。 【分析】①It turned out that..("结果是."，教材写作板块表达框，故填out/that);②To one's astonishment("令某人惊讶的是"，教材写作板块表达框，主语I对应one's=my,故填my/ astonishment);③be not sure whether..("不确定是否..."，表疑问用whether),the name of the dish("...的名字"，用介词of,故填whether/of);④find it+adi.+that从句中it为形式宾语，前 半句己给vey作程度修饰，需填形容词odd("奇怪的"，本板块词)，故填it/odd;⑤should have done表"本该做而没做"（反思语气)，故填have/asked。解题须识别句型标志词(turned/To../ sure/found.vey/should),再按结构补词，每空一词。 【答案】1.out,that2.my;astonishment3.whether,of4.it;odd5.have;asked 【IV.情境语篇语法填空】 【考查目标】依托教材写作板块的图片情境（英国家庭晚餐toad-in-the-hole)改编的故事语篇设空， 考查在完整叙事中把握时态、搭配与叙事逻辑的能力，内化“情境一误解一真相一反思”的结构与 板块表达支架，呼应“教考衔接、回归课本”的导向，体现综合性。 【分析】①astonished(形容词作表语，"感到惊讶的"，叙述主语I用-ed形式)；②it(代词作found 的宾语从句主语，指代the dish);③traditional(形容词，"传统的"，修饰British dish);④have(should have done,"本该问却没问"，反思语气)；⑤To(To my astonishment固定表达，句首大写)；⑥came (come across固定短语，"偶然遇到"，叙述过去用过去式)；⑦turned(It turned out that.,"结果 是"，叙述过去用过去式)；⑧reminds(一般现在时表客观陈述，"这件事提醒我")；⑨rather(rather than,"而不是")；⑩of(be aware of,"意识到")；①enjoy able(形容词，"令人愉快的"，becomes +adj.);②real(形容词，"真实的"，修饰experience);③surprised（形容词，"感到惊讶的"，作表 语)；④It(It turned out that的句首It,大写)；⑤interesting（形容词作宾语补足语，"有趣的"，修 饰stoy用ing形式)。解题须回到叙事逻辑判断时态（过去叙述vs现在的反思），并注意-ed/- ing形容词的区别。 【答案】1.astonished2.it3.traditional4.have5.To6.came7.turned8.reminds9.rather 10.of 11.enjoyable 12.real 13.surprised 14.It 15.interesting (原创)【V.书面表达填空】 【考查目标】考查用叙事词汇、板块表达框与一般过去时补全故事首段的能力（半开放的支架写作）， 落实语言能力与思维品质，体现应用性与开放性。 【分析】评分看“时态一致+要素齐全+表达地道+逻辑连贯”。参考答案：①stayed with a British friend:2Tomy astonishment/To my surprise:3At first:4didn't dare to ask:5looked like sausages in a pancake:Gexplained to me:DIt turned out that:8learned/realised:Oask clearly/ask about it (先问清楚)；⑩a chance to learn。本题重点在首段“人物一地点一事件一误解”四要素的落实与 叙事时态的连贯，而非逐字对应；为半开放性表达，允许同义替换，答案不唯一。 【答案】l.stayed with a British friend2.To my astonishment(或Tomy surprise)3.At first4.didn't dare to ask 5.looked like sausages in a pancake 6.explained to me 7.It turned out that 8.learned realised)9.ask clearly/ask about it 10.a chance to learn(答案不唯一，合理即可) (原创)【VI跨文化专栏词条写作】 【考查目标】在写作课时语境下，以“为校英文报Lost in Translation专栏写词条”为任务，考察学 生用英语向外国读者解释中文表达的字面意思、实际含义与误会情境的能力，实现跨文化反向输出 -从“读懂英语里的误解”走向“向英语读者说明中文里的表达”，落实语言能力、文化意识与 思维品质，体现应用性与创新性：情境与选材均为自创，呼应“教一学一评”一致。 【分析】本题为跨文化说明性写作，按“三要素齐备+语言准确+跨文化思辨”三维评分。评分重 点：①每条词条含“字面意思一实际含义一误会情境”三要素；②说明含义用一般现在时、表达“可 能误解”用may/might等情态动词，语言准确；③结尾能挑出自己认为最难解释的一条并说明理由 (考查跨文化思辨)；④能点出误解的根源在于“字面意思与实际含义的差距”，呼应单元主题“英 语的趣味性与创造性”。常见失误：只翻译中文、不解释字面与实际的区别；“误会情境”写成一 句空话；三条词条句式雷同。答案不唯一：可从所给六个中任选三个，也可另写其他中文表达（如 chi xiang吃香、ōyan拖延)，只要三要素齐备即可。 【答案】Sample entries(任选三条即可；此处示范“吃醋/马路/加油”三条)： 1)Chi cu(吃醋) Literal meaning:"eating vinegar"-it sounds like eating something sour. Real meaning:it means feeling jealous,especially when someone you like pays attention to another person. In a situation:If you tell a foreign friend "I am eating vinegar",he may think you are having something sour for lunch,not that you are jealous! 2)Malu(马路) Literal meaning:"horse road"-it sounds like a road built for horses Real meaning:it simply means a road or a street for traffic today. In a situation:If you say "Look out!There are many horses on the ma lu",an English speaker may look for horses instead of cars. 3)Jiayou(加油) Literal meaning:"add oil"-it sounds like putting oil into a machine. Real meaning:it is used to cheer someone on,like"Come on!"or"You can do it!". In a situation:If you shout"Add oil!"to a foreign friend before a match,he may think you are talking about a car,not about cheering him on. The hardest one:I think "jia you"is the hardest,because there is no word-for-word match in English and its meaning changes with the situation. 【其他三条备选的参考要点】dian xin点心=small snacks(dim sum),not a small heart,hong bao红包 =a red envelope with money given at festivals such as Spring Festival,not just a packet;pai ma pi =flattering someone in order to please them,not really about a horse. 【评分建议】满分20分：内容完整12分（每条4分：字面意思1分+实际含义2分+误会情境1 分，三条共12分)+语言表达5分（用词准确、句式有变化、无明显语法错误）+跨文化思辨3分 (能挑出最难解释的一条并说明理由，或能指出“字面意思与实际含义的差距”是误解的根源)； 只写中文释义、未写误会情境的，每条最多得2分；缺最后的思考句扣1-2分；词数明显不足60词 酌情扣2-3分；所选表达不限于所给六个，答案不唯一。