(共34张PPT)
上外版高中英语必修二
Digging
in
Comprehension
&
Vocabulary
Focus
Unit
2
ANIMALS
Period
2
development
establishment
agreement
Lead
in
Word
Formation
?
+
ment
-ment
(noun
suffix)
argue
+ment
agree
+ment
establish
+ment
develop
+ment
argument
extinction
exhibition
education
Lead
in
Word
Formation
?
+
tion
-tion
(noun
suffix)
locate
+tion
educate
+
tion
exhibit
+
tion
extinct
+
tion
location
prevention
prevent
+tion
happiness
carefulness
cruelness
Lead
in
Word
Formation
?
+ness
-ness
(noun
suffix)
aware
+ness
cruel
+
ness
careful
+
ness
happy
+
ness
awareness
enable
strengthen
threaten
Lead
in
Word
Formation
?
+
en
en
+
?
?
+
en
(verb
suffix)
en
+
?
(verb
prefix)
en
+danger
threat
+
en
strength
+
en
en
+
able
endanger
concern
oneself
about
=
be
concerned
about
design
a
house
a
cage
cage
animals
in
zoos
my
concern
a
public
debate
a
design
of
sth.
Lead
in
Noun?
Verb?
a
verb?
a
noun?
noun
verbalization
名词动词化
debate
the
issue
Lead
in
More
Examples
of
“Noun
Verbalization”
a
noun?
a
verb?
1.
the
first
attempt
2.
a
different
approach
3.
set
up
a
fund
for
animal
protection
1.
attempt
a
hard
task
2.
approach
the
situation
with
caution
3.
fund
animal
protection
Noun
Verb
Let's
do
it.
Make
sentences
using
the
following
words
in
the
table
below.
debate
approach
attempt
cage
design
concern
threat
endanger
extinct
exhibit
argue
location
Let’s
do
it.
I
Answer
the
questions.
1.
Why
do
many
people
think
the
zoos
are
cruel?
animals
removed
from
their
natural
habitats
Zoos
are
cruel.
no
hunting
for
food;
space
limit
animals
caged
in
zoos
passively
adjusting
to
the
local
climate
and
seasons
Let’s
do
it.
I
Answer
the
questions.
2.
Why
can
a
trip
to
the
zoo
be
an
educational
experience?
students
going
to
a
zoo
seeing
endangered
animals
protected
in
zoos
likely
to
support
animal
preservation
projects
an
educational
trip
Let’s
do
it.
I
Answer
the
questions.
3.
What
is
the
author's
attitude
towards
zoos?
educational
Zoos
are
good.
fun
animal
welfare
by
zoos
a
good
alternative
when
seeing
animals
in
the
wild
is
impossible
Guess
it.
II
Guess
the
meaning
of
each
underlined
word
by
circling
the
context
clues.
1.
When
students
learn
about
endangered
species
and
are
able
to
see
them
in
a
zoo,
they
are
more
likely
to
support
projects
designed
to
save
these
animals
from
extinction.
Meaning
of
“extinction”:
the
situation
in
which
animals
stop
existing.
Guess
it.
II
Guess
the
meaning
of
each
underlined
word
by
circling
the
context
clues.
2.
Moreover,
many
zoos
attempt
to
replicate
an
animal’s
natural
habitat:
a
range
of
material
is
used
to
create
a
space
that
is
similar
to
what
would
be
found
in
the
wild.
Meaning
of
“replicate”:
copy
something
exactly
Guess
it.
II
Guess
the
meaning
of
each
underlined
word
by
circling
the
context
clues.
3.
Animals
that
live
in
tropical
countries
are
typically
housed
indoors
in
heated
tanks
which
are
kept
at
a
temperature
similar
to
that
of
their
natural
habitat.
Meaning
of
“tropical”:
coming
from
the
tropics
Group
Work
III
Complete
the
table
by
making
inferences
about
the
author's
opinions
towards
zoos
based
on
the
details.
Details
opinions
Some
animals
become
unhappy.
Animals
in
zoos
don't
have
to
hunt
for
food.
There
isn't
enough
space.
An
animal
kept
in
a
zoo
will
lead
a
life
different
from
an
animal
that
lives
in
the
wild.
Negative
Group
Work
Details
opinions
Zoos
attempt
to
replicate
an
animal’s
natural
habitat,
which
is
actually
an
animal
welfare.
Students
are
more
likely
to
support
animal
protection
projects.
Tropical
animals
typically
live
in
heated
tanks.
A
trip
to
the
zoo
can
be
an
educational
experience.
Positive
Question
Time
IV
What
is
your
attitude
towards
zoos?
Apart
from
what
the
author
has
mentioned,
what
other
information
can
be
used
to
support
your
opinion?
My
opinion:
negative
on
zoos
1.
zoos,
expensive,
to
maintain.
2.
more
practical,
severely
punish
illegal
hunting,
to
preserve
animals
in
zoos.
Vocabulary
Focus
I
Rewrite
the
sentences
by
using
the
words
or
phrases
given
in
the
brackets.
Parts
of
the
sentences
are
given.
1.
The
World
Wildlife
Fund
produces
service
ads
to
raise
awareness
of
animals
in
danger.
(aware)
The
World
Wildlife
Fund
produces
service
ads
to
help
people
get
aware
of
animals
in
danger
.
awareness
n.
awareness
of
...
aware
adj.
be
aware
of
sth.
Vocabulary
Focus
I
Rewrite
the
sentences
by
using
the
words
or
phrases
given
in
the
brackets.
Parts
of
the
sentences
are
given.
2.
The
work
of
the
group
of
volunteers
includes
finding
homes
for
homeless
animals
and
the
prevention
of
cruelty
to
animals.
(prevent)
The
group
of
volunteers
work
to
find
homes
for
homeless
animals
and
prevent
people
from
being
cruel
to
animals.
prevention
n.
prevention
of
...
prevent
v.
prevent
sb.
from
...
Vocabulary
Focus
I
Rewrite
the
sentences
by
using
the
words
or
phrases
given
in
the
brackets.
Parts
of
the
sentences
are
given.
3.
The
palace
was
first
built
as
a
mulberry
garden
in
an
attempt
to
grow
silkworms.
(attempt
v.)
The
King
attempted
to
grow
silkworms
and
so
a
palace
was
built
as
a
mulberry
garden.
attempt
n.
in
an
attempt
to
do
sth.
attempt
v.
attempt
to
do
sth.
Vocabulary
Focus
I
Rewrite
the
sentences
by
using
the
words
or
phrases
given
in
the
brackets.
Parts
of
the
sentences
are
given.
4.
Scientists
studied
wild
dog
groups
in
Africa.
They
noticed
that
if
the
dogs
sneezed
more,
the
likelihood
of
the
group
going
hunting
would
increase.
(be
likely
to
do
v.)
Scientists
studied
wild
dog
groups
in
Africa.
They
noticed
that
if
the
dogs
sneezed
more,
the
group
would
be
more
likely
to
go
hunting.
likelihood
n.
the
likelihood
of
...
likely
adj.
be
likely
to
do
sth.
Vocabulary
Focus
I
Rewrite
the
sentences
by
using
the
words
or
phrases
given
in
the
brackets.
Parts
of
the
sentences
are
given.
5.
The
World
Wildlife
Fund
is
especially
concerned
with
climate
and
landscape
changes
and
the
effect
on
wildlife.
(concern
n.)
Climate
and
landscape
changes
and
the
effect
on
wildlife
is
a
special
concern
of
the
World
Wildlife
Fund.
concern
v.
be
concerned
with
sth.
concern
n.
a
concern
of
sb.
Vocabulary
Focus
A
synonym
is
a
word
or
phrase
that
has
similar
meaning
to
another
word
or
phrase.
We
use
synonyms
to
make
our
writing
interesting.
II
What
is
an
?
amazing,
surprising,
unbelievable,
wonderful
(adj.)
car,
auto,
automobile,
motorcar
(noun)
Words
from
any
part
of
speech
can
have
synonyms.
For
example,
synonym
When
replacing
a
word
with
its
synonym,
make
sure
the
meaning
of
the
sentence
in
the
specific
context
is
maintained.
Vocabulary
Focus
1.
Are
the
unlined
parts
in
Group
1
and
2
synonyms
or
antonyms?
Group
1
Group
2
(1)
When
I
was
little,
I
loved
going
to
zoos.
synonyms:
love,
enjoy
synonyms:
addtionally
,
moreover
(2)
Now,
at
the
age
of
20,
I
still
enjoyed
visiting
them.
(3)
Additionally,
some
animals
become
unhappy
in
zoos
because
there
isn't
enough
space.
(4)
Moreover,
many
zoos
attempt
to
replicate
animal's
natural
habitat.
Vocabulary
Focus
2.
Match
each
word
with
the
sentence
containing
its
synonym.
(1)
attempt
(3)
typically
(C)
A
few
zoo
animals
tried
to
escape.
(2)
possible
(A)
Because
of
its
difficult
financial
situation,
it
is
likely
that
the
zoo
will
need
to
close
for
a
period
of
time.
(B)
White
beaked
dolphins
are
social
animals,
most
commonly
found
in
groups
of
fewer
than
ten.
Vocabulary
Focus
3.
Read
the
passage
and
replace
the
underlined
words
with
their
synonyms.
Make
sure
the
meanings
of
sentences
are
maintained
to
the
greatest
extent.
Note
that
there
might
be
slight
differences
between
synonyms.
Cats
(1)
leap
(jump)
through
through
hoops
of
fire.
Horses
dance
in
a
circle.
Trained
monkeys
perform
alongside
clowns.
To
audience,
it's
a
wonder;
to
other,
a
disturbing
scene.
To
the
trainer,
it's
the
end
result
of
a
hard
education
that
(2)
began
(
)
when
the
animals
were
young.
started
Vocabulary
Focus
It
starts
with
one
small
simple
lesson.
A
young
tiger,
(3)
for
instance
(
),
is
taught
to
make
a
very
short
leap.
A
meat
treat
and
words
of
praise
follow.
These
are
known
as
positive
rewards
-
good
things
that
happen
when
an
animal
does
what
it
is
(4)
asked
(
)
to
do.
The
next
time
the
tiger
is
encouraged
to
make
a
longer
leap.
Gradually
the
leaps
become
even
longer
and
higher.
(5)
Soon
(
)
the
trainer
is
demanding
that
the
tiger
jump
through
a
hoop.
for
example
required
Quickly
Vocabulary
Focus
Of
course
there
are
always
problems
along
the
way.
The
tiger
may
refuse
to
move
or
decide
to
jump
around
the
hoop
(6)
instead
of
(
)
through
it.
When
this
happens,
the
animal
receives
a
few
(
)
sharp
taps
with
a
stick
as
punishment.
Training
can
take
years.
But
sooner
or
later
most
tigers
do
what
they
are
told.
Their
performance
looks
easy
and
natural
on
the
circus
stage.
rather
than
several
Link
to
CEEPS
(1)
Reflecting
the
discipline
of
geography
as
a
whole,
this
major
emphasizes
an
integrated
___________
(method)
to
studying
the
relationship
of
global
change
to
individual
and
community
well-being
by
...
(2)
Orissa
is
the
home
to
three
mass
nesting
sites
of
the
Oliver
turtles,
a
species
____________
(endangered)
with
extinction.
4.
Fill
in
the
blanks
with
synonyms
of
the
words
in
brackets.
approach
threatened
CEEPS:
College
Entrance
Examination
Papers
of
Shanghai
2019
Link
to
CEEPS
(3)
The
spread
of
lit
areas
could
__________
(be
a
threat
to)
animal
ecology
and
human
health.
(4)
Between
2012
and
2016
the
median
nation
pumped
out
15
%
more
long-wavelength
light
as
its
GDP
increased
by
13%.
And
_________
(on
the
whole),
countries'
total
light
production
correlated
with
their
GDP.
4.
Fill
in
the
blanks
with
synonyms
of
the
words
in
brackets.
threaten
overall
CEEPS:
College
Entrance
Examination
Papers
of
Shanghai
2019
Summary
What
have
we
read
and
learnt
today?
Comprehension
Vocabulary
Focus
2.
positive
attitude
on
zoos
3.
my
attitude
on
zoos
2.
key
words
3.
synonyms
4.
links
to
CEEPS
1.
negative
attitude
on
zoos
1.
word
formation
knowledge
4.
facts
&
opinions
Homework
Make
sentences
using
the
following
words
in
the
table
below.
essential
material
additionally
definitely
cruel
habitat
illegal
conservation
谢谢
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上外版2020年高中英语必修二
Unit
2
ANIMALS
Period
2
Digging
in
教学设计
课题
Digging
in
Comprehension
and
Vocabulary
Focus
单元
Unit
2
学科
English
年级
Senior
Grade
1
教材分析
Firstly
we
have
a
deeper
exploration
in
our
understanding
of
Reading
A.
Secondly,
we
practise
the
key
vocabulary.Thirdly,
we
practise
synonyms.
教学目标与核心素养
1.
Knowledge
objectives:
deepening
the
concept
of
seeing
things
from
a
different
perspective;
using
context
clues
to
understand
meaning;
distinguishing
facts
and
opinions;2.
Skill
objectives:
grasp
of
the
story
gist;
practising
the
key
vocabulary
3.
Emotional
objectives:
love
of
animals;
protecting
animals
4.
Thinking
quality
objectives:
think
from
different
perspectives
重点
Focusing
on
a
deeper
understanding
of
the
text;Telling
facts
from
opinions;
seeing
things
from
a
different
perspective;Practice
of
key
words
and
phrases;
synonyms;
难点
Using
synonyms
to
complete
a
passage;
教学过程
教学环节
教师活动
学生活动
设计意图
导入
1.
presenting
nouns
with
“-ment”
as
suffix2.
presenting
nouns
with
“-tion”
as
suffix3.
presenting
nouns
with
“-ness”
as
suffix4.
presenting
verbs
with
“-en”
or
“en-”
as
suffix
or
prefix5.
presenting
noun
verbalization
1.
writing
nouns
ending
with
“-ment”;2.
writing
nouns
ending
with
“-tion”;3.
writing
nouns
ending
with
“-ness”4.
writing
verbs
with
“-en”
or
“en-”;5.
writing
words
that
function
both
as
nouns
and
verbs;
enlargingstudents’
vocabulary
by
teaching
word
formation
rules;
2.
focusing
on
noun
verbalization
讲授新课
PPT
8
“Sentence
Making”All
the
words
listed
in
the
table
arethe
key
words
of
Reading
A.
Noun
verbalization:debate,
attempt,
approach,
cage,
concern,
design“en-”,
endangerthreat
n.
threaten
v.extinct
-
extinction
exhibit
-
exhibition
argue
-
argumentlocate
-
locationPPT
9-11,
I.
Answer
the
questions.Here,
teachers
shall
encourage
students
to
use
the
mind
maps
and
make
up
the
answers.1.
Why
do
many
people
think
the
zoos
are
cruel?
Why
can
a
trip
to
the
zoo
be
an
educational
experience?3.
What
is
the
author's
attitude
towards
zoos?
All
these
questions
and
answers
cover
up
all
the
main
message
of
the
story.PPT
12-14,
II
Guess
the
meaning
of
each
underlined
word
by
circling
the
context
clues.
“extinction”:
the
situation
in
which
animals
stop
existing.
Contextual
clues:
endangered
species,
save
these
animals;
“replicate”:
copy
something
exactly.
Contextual
clues:
create
a
space,
similar
to;“tropical”:
coming
from
the
tropicsContextual
clues:
indoors
in
heated
tanks；kept
at
a
temperaturePPT15-16,
III
Complete
the
table
by
making
inferences
about
the
author's
opinions
towards
zoos
based
on
the
details.
Here,
facts
and
opinions
should
be
distinguished.Using
tables
to
group
information
is
a
good
way
to
find
out
the
logic
of
your
thinking
or
writing.
PPT
17,
IV
What
is
your
attitudetowards
zoos?
Apart
from
what
the
author
has
mentioned,
what
otherinformation
can
be
used
to
supportyour
opinion?My
opinion:
negative
on
zoos
zoos,
expensive,
to
maintain;2.
more
practical,
severely
punish
illegal
hunting,
to
preserve
animals
in
zoos;PPT
18-28
Vocabulary
FocusPPT18-22
I
Rewrite
the
sentences
by
using
the
words
or
phrases
given
in
the
brackets.
Parts
of
the
sentences
are
given.The
World
Wildlife
Fund
produces
service
ads
to
raise
awareness
of
animals
in
danger.
(aware)The
World
Wildlife
Fund
produces
service
ads
to
help
people
get
aware
of
animals
in
danger
.The
work
of
the
group
of
volunteers
includes
finding
homes
for
homeless
animals
and
the
prevention
of
cruelty
to
animals.
(prevent)The
group
of
volunteers
work
to
find
homes
for
homeless
animals
and
prevent
people
from
being
cruel
to
animals.
3.
The
palace
was
first
built
as
a
mulberry
garden
in
an
attempt
to
grow
silkworms.
(attempt
v.)The
King
attempted
to
grow
silkworms
and
so
a
palace
was
built
as
a
mulberry
garden.4.
Scientists
studied
wild
dog
groups
in
Africa.
They
noticed
that
if
the
dogs
sneezed
more,
the
likelihood
of
the
group
going
hunting
would
increase.
(be
likely
to
do
v.)Scientists
studied
wild
dog
groups
in
Africa.
They
noticed
that
if
the
dogs
sneezed
more,
the
group
would
be
more
likely
to
go
hunting.
5.
The
World
Wildlife
Fund
is
especially
concerned
with
climate
and
landscape
changes
and
the
effect
on
wildlife.
(concern
n.)Climate
and
landscape
changes
and
the
effect
on
wildlife
is
a
special
concern
of
the
World
Wildlife
Fund.
PPT
23-28,
SynonymsPPT
23,
Definition
of
“synonyms”PPT
24,
1.
Are
the
unlined
parts
in
Group
1
and
2
synonyms
or
antonyms?love-
enjoy;
moreover-additionallyPPT
25,2.
Match
each
word
with
the
sentence
containing
its
synonym.attempt
-
try;
possibly
-
likely;typically
-
commonlyPPT
26,3.
Read
the
passage
and
replace
the
underlined
words
with
their
synonyms.
Make
sure
the
meanings
of
sentences
are
maintained
to
the
greatest
extent.
Note
that
there
might
be
slight
differences
between
synonyms.
leap-jump;
begin-start;
for
instance-for
example;
ask-require;soon-quickly;
instead
of-rather
than;a
few-
several;PPT
29-30,
Link
to
CEEPS4.
Fill
in
the
blanks
with
synonyms
of
the
words
in
brackets.
Reflecting
the
discipline
of
geography
as
a
whole,
this
major
emphasizes
an
integrated
approach
(method)
to
studying
the
relationship
of
global
change
to
individual
and
community
well-being
by
...(2)
Orissa
is
the
home
to
three
mass
nesting
sites
of
the
Oliver
turtles,
a
species
threatened
(endangered)
with
extinction.(3)The
spread
of
lit
areas
could
threaten
(be
a
threat
to)
animal
ecology
and
human
health.(4)
Between
2012
and
2016
the
median
nation
pumped
out
15
%
more
long-wavelength
light
as
its
GDP
increased
by
13%.
And
overall
(on
the
whole),
countries'
total
light
production
correlated
with
their
GDP.PPT
31
Summary,Comprehension
of
the
text√
negative
attitude
on
zoos√
positive
attitude
on
zoos
√
my
attitude
on
zoos
√
facts
vs.
opinionsVocabulary
Focus√
word
formation
knowledge√
key
words√
synonyms√
links
to
CEEPS
PPT
32,
Home
work
for
today.
Make
sentences
using
the
following
words
in
the
table
below.essentialcruelmaterialhabitatadditionallydefinitelyillegalconservation
(1)
Let’s
do
it;
(2)
Guess
it(3)
Question
Time
(4)
Group
Work(5)
Vocabulary
FocusAll
these
activities
can
be
carried
out
individually,
in
pair
work
or
group
work.In,
“Sentence
Making”,
students
may
look
through
the
text
of
Reading
A
and
quickly
find
the
answers.Students
shall
learn
to
use
mind
maps
as
tools
in
answering
the
questions.Students
are
encouraged
to
do
pair
work
or
have
a
discussion
in
finding
answers
to
the
questions.Students
shall
refer
to
the
text
of
Reading
A,
and
find
the
relevant
information.
Students
shall
take
the
information
listed
in
the
table
and
make
up
their
own
answers.In
PPT
18,
students
shall
learn
to
use
“aware”
to
replace
“awareness”
while
expressing
the
same
meaning.In
PPT
19,
students
shall
learn
to
use
“prevent”
to
replace
“prevention”
while
expressing
the
same
meaning.In
PPT
20,
students
shall
learn
to
use
“attempt”
as
a
verb
to
replace
“attempt”
(noun)
in
the
sentence
3
while
expressing
the
same
meaning.In
PPT
21,
students
shall
learn
to
use
“be
likely
to
do”
to
replace
“likelihood”
while
expressing
the
same
meaning.In
PPT
22,
students
shall
learn
to
use
“concern”
as
a
noun
to
replace
“concern”
,
a
verb
in
sentence
5
while
expressing
the
same
meaning.Exercise
I
and
II
are
relatively
easy
for
students
in
deciding
synonyms.In
Exercise
3
of
synonyms,
students
are
given
time
to
consult
dictionaries
or
have
a
discussion.Exercise
4
of
Vocabulary
Focus
is
Link
to
CEEPS.
All
the
sentences
are
chosen
from
CEEPS-2019.Students
shall
take
these
exercises
seriously.In
Summary,
students
shall
be
able
to
answer
questions
concerning
the
important
and
difficult
points
of
Period
Two,
for
example,
methods
of
word
formation
and
facts
vs.
opinions.
“Sentence
Making”
is
designed
to
enable
more
text
exposures
to
students
as
well
as
vocabulary
revision.“Answer
the
Questions”
are
designed
to
dig
in
comprehension
of
the
text.Guess
the
meaning
of
the
word
using
contextual
clues
is
a
reading
strategy
that
students
should
learn
to
apply.Telling
facts
from
opinions
and
grouping
information
are
important
elements
of
critical
thinking;
Exercises
IV
is
designed
for
the
purpose
of
activating
students’
mind
so
that
they
may
produce
something
new
in
terms
of
“pros
and
cons”
of
zoos’
existence.Exercise
I
of
Vocabulary
Focus
is
designed
to
review
the
key
words
and
phrases
of
Reading
A.Synonym
is
an
important
sense
relationship
in
English
vocabulary.
Students
should
grasp
as
many
as
possible
synonymous
words.
Link
to
CEEPS
is
designed
to:practise
the
key
vocabulary
and
grammar;grasp
the
test
points
of
college
entrance
examinations;
Summary
is
designed
to
give
a
checklist
of
the
important
knowledge
and
tasks
we
have
studied
and
completed
in
Period
Two.
课堂小结
1.
word
formation
knowledge;2.
answering
questions
on
the
main
content
of
the
text
using
mind
maps;3.
guessing
word
meaning
using
contextual
clues;4.
distinguishing
facts
from
opinions;5.
seeing
things
from
a
different
perspective;6.
key
vocabulary
practice;7.
synonyms;8.
Link
to
CEEPS-2019
(vocabulary)
1.
learning
word
formation;2.
reviewing
the
text
by
answering
questions
using
mind
maps;
3.
learning
reading
strategies
-
guessing
word
meaning
by
contextual
clues;
4.
learning
to
tell
facts
from
opinions;5.
learning
to
think
critically;
6.
doing
exercises
on
key
words
and
phrases;7.
practising
synonyms;8.
doing
exercise
on
Link
to
CEEP
Exercises
make
up
most
parts
of
Period
Two.1.
practising
word
formation;2.
Answering
questions
on
Reading
A
using
mind
maps
and
learning
to
see
things
from
a
different
perspective;3.
promoting
students’
reading
skills
-
guessing
word
meaning
using
contextual
clues;
4.
teaching
synonyms
by
doing
relevant
exercises
5.
enlarging
students’
vocabulary
by
using
synonyms;6.
Link
to
CEEPS-2019
is
designed
to
practise
key
words
and
phrases
as
well
as
getting
familiar
with
the
test
points
of
college
entrance
examinations;
板书
New
words
and
phrases:debateapproachattemptcagedesignconcernthreat,
threatenendanger,
dangerextinct,
extinctionexhibit,
exhibitionargue,
argumentlocation,
locateinvolve,
involvement
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