(共33张PPT)
上外版高中英语必修二
Digging
in
Comprehension
&
Vocabulary
Focus
Unit
3
FOOD
Period
2
Review
List
out
as
many
as
possible
“v+ed;
v+ing”
forms
that
can
be
used
as
adjectives.
frustrate
frustrated
frustrating
overwhelm
×
overwhelming
frighten
frightened
frightening
worry
worried
worrying
surprise
surprised
surprising
excite
excited
exciting
Review
Noun
Verbalization
a
noun?
a
verb?
1.
the
first
attempt
2.
a
different
approach
3.
a
fund
for
education
1.
attempt
a
hard
task
2.
approach
the
line
3.
fund
animal
protection
Noun
Verb
4.
a
focus
of
attention
4.
focus
my
eyes
on
sth.
5.
culture
shock
5.
I
am
shocked
at
the
news.
6.
slices
of
bread
6.
slice
the
bread
7.
damage
to
health
7.
be
badly
damaged
Review
Synonyms
multiple
overwhelming
facility
various,
diverse
establishment
stage
enormous;
unbearable
phase
encounter
run
into
utensil
tool,
implement
Questions
and
Answers
Diggin
in
Comprehension
1.
What
did
the
author
expect
a
French
dinner
party
to
include?
I.
Answer
the
questions.
Multiple
courses,
a
variety
of
cheeses,
bottles
of
champagne,
and
slices
of
fresh
bread.
I.
Answer
the
questions.
2.
What
do
“ups
and
downs”
and
“high
and
lows”
refer
to?
ups
and
downs
good
experience
bad
experience
highs
and
lows
positive
feelings
negative
feelings
culture
shock
Questions
and
Answers
I.
Answer
the
questions.
3.
Where
does
the
author
most
probably
come
from?
Explain
your
answer
with
reference
to
the
text.
The
author
most
probably
come
America.
Evidence
from
the
text:
For
example,
the
French
eat
with
both
wrists
resting
on
the
table,
while
many
Americans
tend
to
keep
their
left
hands
in
their
laps.
Questions
and
Answers
Group
work
II
Use
information
from
the
text
to
complete
the
diagram
on
culture
shock.
Where?
1.
When?
My
first
weekend
abroad.
With
whom?
My
2.
On
what
occasion？3.
What
happened?
I
was
shocked
by
_______________________
traditions.
My
Experiences
At
a
French
dinner
party
to
celebrate
the
New
Year;
host
family.
At
the
end
of
the
party
when
serving
the
“king
cake”.
“getting-under-the-table”
Group
work
II
Use
information
from
the
text
to
complete
the
diagram
on
culture
shock.
Culture
Shock
What
is
it?
The
feeling
of
5
_________________
in
a
new
country
when
you're
6
______________
things
that
may
be
7
______________
to
you.
confusion
adjusting
to
unfamiliar
Group
work
II
Use
information
from
the
text
to
complete
the
diagram
on
culture
shock.
Dealing
with
it
Strategies
from
the
International
Programs
Office:
to
understand
culture
shock
and
its
different
phases
－
8
________________
phase:
feeling
excited
－
low
points:
feeling
9
_____________
and
overwhelmed
frustrated
“honeymoon”
Pair
Work
III
Make
a
list
of
the
cultural
differences
regarding
food
and
dining
between
France
and
America
according
to
the
text.
In
France
In
America
There
are
the
“king
cake
”
traditions.
There
are
no
such
traditions.
1
2
3
4
eating
with
both
wrists
resting
on
the
table;
keeping
their
left
hands
in
their
laps;
using
bread
as
a
utensil
like
a
knife
or
...
no
such
tradition;
saying
“Bon
appétit!”
before
eating;
no
such
tradition;
Let's
do
it.
Digging
in
Vocabulary
I.
Key
Vocabulary
Fill
in
the
blanks
with
the
appropriate
forms
of
the
given
words
and
expressions
to
complete
the
passage.
facility
focus
on
a
variety
of
ups
and
downs
host
tend
to
run
into
take
...
by
surprise
illustrate
strategy
Let's
do
it.
facility
focus
on
a
variety
of
ups
and
downs
host
tend
to
run
into
take
...
by
surprise
illustrate
strategy
When
I
studied
in
Shanghai,
I
lived
with
a
Chinese
host
family.
Before
leaving
for
China,
I
had
learned
1
_________________
from
the
International
Programs
Office,
a
2________________
which
helps
prepare
students
to
deal
with
various
kinds
of
3___________________
in
a
foreign
culture.
However,
I
still
experienced
culture
shock
during
my
stay.
strategies
facility
ups
and
downs
Let's
do
it.
I
had
learned
that
many
Chinese
traditions
4
__________
food
but
my
first
meal
with
the
family
completely
5
_________
me
__________.
In
the
middle
of
the
table
were
dishes
of
6___________
foods
and
small
bowls
of
rice
for
each
member
of
the
family.
My
7
________
mother
took
charge
and
placed
food
into
my
bowl,
and
I
happily
ate
whatever
was
served.
I
was
taught
that
finishing
your
plate
was
to
show
your
host
how
much
you
enjoyed
the
meal,
focus
on
took
by
surprise
a
variety
of
host
facility
focus
on
a
variety
of
ups
and
downs
host
tend
to
run
into
take
...
by
surprise
illustrate
strategy
Let's
do
it.
but
my
host
mother
8
__________
refill
my
bowl
every
time
it
was
empty.
It
seemed
a
bit
odd
to
me.
I
later
learned
that
finishing
your
bowl
in
China
is
a
signal
to
the
host
that
you
would
like
some
more
food.
So
leaving
some
food
in
the
bowl
to
show
you
are
quite
full
is
also
acceptable.
My
experience
may
9
________
the
type
of
problem
many
exchange
students
are
likely
to
10
__________
when
they
first
experience
a
foreign
culture.
tended
to
illustrate
run
into
facility
focus
on
a
variety
of
ups
and
downs
host
tend
to
run
into
take
...
by
surprise
illustrate
strategy
Let's
do
it.
My
advice
would
be:
Keep
an
open
mind,
show
respect
and
try
to
understand;
you'll
gain
valuable
experience.
Let's
learn.
Digging
in
Vocabulary
utensils
knives
spoons
pots
pans
hyp-
:
under,
lower
-onym
:
name,
word
hyponym:
下位词
umbrella
word
hyponyms
1.
The
relationship
between
“utensils”
and
“knives”
is
hyponymy.
(上下义关系)
II.
Word
Meaning
-
Hyponyms
Let's
do
it.
The
Song
dynasty
was
a
time
of
plenty
in
China.
There
were
“Seven
Necessities”
that
people
had
to
have
every
day:
firewood,
rice,
oil,
salt,
soybean
sauce,
vinegar
and
tea.
As
trade
increased,
the
food
explosion
was
evident
in
large
cities
like
Kaifeng
and
Hangzhou.
This
was
apparent
in
the
separate
markets
for
different
food
products
in
different
parts
of
the
city:
markets
for
grain,
for
vegetables
and
for
fruits.
There
were
markets
for
seventeen
kinds
of
beans,
as
well
as
fresh
fish
and
preserved
fish.
II.
Read
the
passage.
Find
the
hyponyms
of
“food”
and
group
them
under
an
umbrella.
Let's
do
it.
Additionally,
there
were
two
markets
for
pork,
and
others
for
meats
besides
pork
like
beef,
horse
meat,
poultry
and
rabbit.
In
the
butcher
shops,
five
butchers
at
a
time
were
lined
up
at
tables:
cutting,
slicing
and
pounding
cuts
of
meat
to
order.
II.
Read
the
passage.
Find
the
hyponyms
of
“food”
and
group
them
under
an
umbrella.
food
grain
fruits
meat
vegetables
rice
beans
pork
beef
fish
poultry
horse
meat
rabbit
Let's
do
it.
(1)
The
Indian
cook
with
lots
of
_________,
including
ginger,
chilli
pepper,
black
pepper,
etc.
III.
Complete
each
of
the
sentences
with
a
hyponym
or
an
umbrella
word.
puddings
spices
noodles
(2)
The
British
have
a
weakness
for
sweet
food.
They
love
_________,
chocolates
and
sweets.
Can
you
imagine
a
pudding
made
mostly
with
bread
and
butter?
It
exists
in
British
cooking
－
“Bread
and
Butter
Pudding.”
It's
great!
(3)
A
Chinese
dinner
is
a
marathon
of
food.
Usually
it
starts
out
with
some
cold
dishes,
and
then
moves
into
a
wide
variety
of
main
courses.
Of
course,
there
are
always
some
staple
foods
around
－
rice,
dumplings,
or
___________.
Link
to
NCEEP
NCEEP:
The
National
College
Entrance
Examination
Papers
2019
But
he's
nervous.
“I'm
here
to
tell
you
today
why
you
should
...
should
...
”
Chris
trips
on
the
“-ld,”
a
pronunciation
difficulty
for
many
non-native
English
speakers.
His
teacher,
Thomas
Whaley,
is
next
to
him,
whispering
support.
“...
Vote
for
...
me
...”
Except
for
some
__________,
Chris
is
doing
amazingly
well.
When
he
brings
his
speech
to
a
nice
conclusion,
Whaley
invites
the
rest
of
the
class
to
praise
him.
A.
bad
manners
B.
silly
jokes
C.
spelling
mistakes
D.
improper
pauses
D
I.
Fill
in
the
blank
with
the
proper
choice.
Link
to
NCEEP
NCEEP:
The
National
College
Entrance
Examination
Papers
2019
II.
Write
out
the
proper
umbrella
word.
stumbles
nervous
tripping
on
a
sound
“-ld”
repetition
of
“should”
constant
improperpauses
Link
to
NCEEP
NCEEP:
The
National
College
Entrance
Examination
Papers
2019
As
data
and
identity
theft
becomes
more
and
more
common,
the
market
is
growing
for
biometric(生物测量)
technologies
－
like
fingerprint
scans
－
to
keep
others
out
of
private
e-space.
Researchers
have
come
up
with
a
smart
keyboard.
This
smart
keyboard
precisely
measures
the
cadence
(节奏)
with
which
one
types
and
the
pressure
fingers
apply
to
each
key.
It
can
analyze
things
like
the
force
of
a
user's
typing
and
the
time
between
key
presses.
These
patterns
are
unique
to
each
person.
III.
Find
out
the
hyponyms
of
“biometric
technology”
in
the
following
passage.
Link
to
NCEEP
NCEEP:
The
National
College
Entrance
Examination
Papers
2019
III.
Find
out
the
hyponyms
of
“biometric
technology”
in
the
following
passage.
biometric
technology
fingerprint
scan
typist's
cadence
typist's
pressure
on
each
key
smart
keyboard
Link
to
NCEEP
NCEEP:
The
National
College
Entrance
Examination
Papers
2019
IV.
What
is
the
paragraph
mainly
about?
Popularity
is
a
well-explored
subject
in
social
psychology.
Mitch
Prinstein,
a
professor
of
clinical
psychology
sorts
the
popular
into
two
categories:
the
likable
and
the
status
seekers.
The
likables'
plays-well-with-others
qualities
strengthen
schoolyard
friendships,
jump-start
interpersonal
skills
and,
when
tapped
early,
are
employed
ever
after
in
life
and
work.
Then
there's
the
kind
of
popularity
that
appears
in
adolescence:
status
born
of
power
and
even
dishonorable
behavior.
Link
to
NCEEP
NCEEP:
The
National
College
Entrance
Examination
Papers
2019
IV.
What
is
the
paragraph
mainly
about?
A.
The
classification
of
the
popular
B.
The
characteristics
of
adolescents.
C.
The
importance
of
interpersonal
skills.
D.
The
causes
of
dishonorable
behavior.
Mitch
Prinstein,
a
professor
of
clinical
psychology
sorts
the
popular
into
two
categories:
the
likable
and
the
status
seekers.
TP
of
the
paragraph
Link
to
NCEEP
NCEEP:
The
National
College
Entrance
Examination
Papers
2018
V.
Make
the
best
choice
from
A,
B,
C
and
D.
Over
the
years,
there
have
been
a
number
of
different
techniques
to
help
designers
approach
this
important
point.
Whatever
you're
looking
for,
they
can
get
a
little
complex.
But
good
news
is
that
there're
really
only
three
kinds
of
decisions
you
need
to
make
about
color
in
your
home:
the
small
ones,
the
medium
ones,
and
the
large
ones.
____.
They're
the
little
spots
of
color
like
throw
pillows,
mirrors
and
baskets
that
most
of
us
use
to
add
visual
interest
to
our
rooms.
Less
tiring
than
paining
your
walls
and
less
expensive
than
buying
a
colorful
sofa,
small
color
choices
bring
with
them
the
significant
benefit
of
being
easily
changeable.
Link
to
NCEEP
NCEEP:
The
National
College
Entrance
Examination
Papers
2018
A.
It's
not
really
a
good
idea
to
use
too
many
small
color
pieces
B.
If
you're
experimenting
with
a
color
C.
Small
color
choices
are
the
ones
we're
most
familiar
with
D.
Color
choice
in
this
range
are
a
step
up
from
the
small
ones
in
two
major
ways
V.
Make
the
best
choice
from
A,
B,
C
and
D.
Link
to
NCEEP
NCEEP:
The
National
College
Entrance
Examination
Papers
2018
V.
Make
the
best
choice
from
A,
B,
C
and
D.
____.
They're
the
little
spots
of
color
like
throw
pillows,
mirrors
and
baskets
that
most
of
us
use
to
add
visual
interest
to
our
rooms.
Less
tiring
than
paining
your
walls
and
less
expensive
than
buying
a
colorful
sofa,
small
color
choices
bring
with
them
the
significant
benefit
of
being
easily
changeable.
C
C.
Small
color
choices
are
the
ones
we're
most
familiar
with
TP
of
the
paragraph
Summary
What
have
we
learnt
today?
Comprehension
Vocabulary
Focus
Link
to
NCEEP
(2018,
2019)
2.
food-related
differences:
the
French
vs.
Americans
2.
words
as
both
a
noun
and
a
verb
1.
What
is
culture
shock?
1.
key
vocabulary
1.
hyponymy
(上下义关系)
2.
TP
(topic
sentence)
3.
hyponyms
Homework
List
out
some
of
the
“-ed,
-ing”
forms
that
can
be
used
as
attributives.
For
example:
spoken
English,
“spoken”
as
an
attributive.
谢谢
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上外版2020年高中英语必修二
Unit
3
FOOD
Period
2
Digging
in
教学设计
课题
Digging
in
Comprehension
and
Vocabulary
Focus
单元
Unit
3
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
focus
on
the
key
vocabulary.Thirdly,
we
practise
hyponyms.
教学目标与核心素养
Knowledge
objectives:
digging
in
the
concept
of
culture
shock;
learning
to
group
and
categorize
information;
learning
about
hyponyms2.
Skill
objectives:
grasping
the
story
gist;
practising
the
key
vocabulary
3.
Emotional
objectives:
respecting
different
culture
traditions;
keeping
an
open
mind4.
Thinking
quality
objectives:
grouping
and
categorizing
information;
重点
focusing
on
a
deeper
understanding
of
the
text;grouping
and
categorizing
information;practice
of
key
words
and
phrases
and
hypomys;
难点
using
hyponyms
in
close
test
or
reading
comprehension;
教学过程
教学环节
教师活动
学生活动
设计意图
导入
1.
presenting
“v+ed;
v+ing”
forms
that
can
be
used
as
adjectives.
2.
presenting
words
of
noun
verbalization
3.
presenting
synonyms
1.
speaking
out
the
correct
-ed
/
-ing
forms
and
their
meanings;2.
listing
words
of
noun
verbalization;
3.
speaking
out
the
synonyms
of
the
given
words
enlargingstudents’
vocabulary
by
adjectives
of
-ed
/
-ing
forms;
focusing
on
noun
verbalizationpractising
synonyms
讲授新课
PPT
5-7,
“Questions
and
Answers”PPT
5,
Digging
in
Comprehension
I.
Answer
the
questions.1.
What
did
the
author
expect
a
French
dinner
party
to
include?
Multiple
courses,
a
variety
of
cheeses,bottles
of
champagne,
and
slices
offresh
bread.
PPT
6,
2.
What
do
“ups
and
downs”
and
“high
and
lows”
refer
to?A
mind
map
is
used
to
answer
thequestion.PPT
7,3.
Where
does
the
author
most
probably
come
from?
Explain
your
answer
with
reference
to
the
text.The
author
most
probably
come
America.
Evidence
from
the
text:
For
example,
the
French
eat
with
bothwrists
resting
on
the
table,
while
manyAmericans
tend
to
keep
their
left
handsIn
their
laps.PPT
8-10,
“Group
Work”II
Use
information
from
the
text
to
complete
the
diagram
on
culture
shock.PPT
8,My
experience:
(1)Where:
At
a
French
dinner
party
to
celebrate
the
New
Year;(2)
when:
My
first
weekend
abroad.(3)
With
whom?
With
my
host
family.(4)
On
what
occasion？At
the
end
of
the
party
when
serving
the
“king
cake”.(5)
What
happened?
I
was
shocked
by
“getting-under-the-table”
traditions.PPT
9,
Culture
shock:What
is
it?
The
feeling
of
5
confusion
in
a
new
country
when
you're
6
adjusting
to
things
that
may
be
7
unfamiliar
to
you.
PPT
10,Dealing
with
it:Strategies
from
the
International
Programs
Office:
to
understand
culture
shock
and
its
different
phases－
“honeymoon”phase:
feeling
excited;－
low
points:
feeling
9
frustrated
and
overwhelmedPPT11,
“Pair
Work”III
Make
a
list
of
the
cultural
differences
regarding
food
and
dining
between
France
and
America
according
to
the
text.A
table
of
comparison
between
“In
France”
and
“In
America”:In
France:
There
are
the
“king
cake
”
traditions.In
America:
There
are
no
such
traditions.In
France:
eating
with
both
wrists
resting
on
the
table;In
America:
keeping
their
left
hands
in
their
laps;In
France:
using
bread
as
a
utensil
like
a
knife
or
...In
America:
no
such
tradition;In
France:
saying
“Bon
appétit!”
before
eating;In
America:
no
such
tradition;PPT
12-16,
“Let's
do
it.”Digging
in
VocabularyI.
Key
VocabularyFill
in
the
blanks
with
the
appropriate
forms
of
the
given
words
and
expressions
to
complete
the
passage.facility,
focus
on,
a
variety
of,
ups
and
downs,
host,
tend
to,
run
into,
take
...
by
surprise,illustrate,
strategy
When
I
studied
in
Shanghai,
I
livedwith
a
Chinese
host
family.
Before
leaving
for
China,
I
had
learned
1
strategies
from
the
InternationalPrograms
Office,
a
2
facility
whichhelps
prepare
students
to
deal
withvarious
\kinds
of
3
ups
and
downs
ina
foreign
culture.
However,
I
still
experienced
culture
shock
during
my
stay.I
had
learned
that
many
Chinesetraditions
4
focus
on
food
but
myfirst
meal
with
the
family
completely5
took
me
by
surprise.
In
the
middleof
the
table
were
dishes
of
6
a
varietyof
foods
and
small
bowls
of
rice
foreach
member
of
the
family.
My
7host
mother
took
charge
and
placedfood
into
my
bowl,
and
I
happily
atewhatever
was
served.
I
was
taughtthat
finishing
your
plate
was
to
show
your
host
how
much
youenjoyed
the
meal,
but
my
hostmother
8
tended
to
refill
my
bowlevery
time
it
was
empty.
It
seemed
abit
odd
to
me.
I
later
learned
thatfinishing
your
bowl
in
China
is
asignal
to
the
host
that
you
would
likesome
more
food.
So
leaving
somefood
in
the
bowl
to
show
you
arequite
full
is
also
acceptable.
Myexperience
may
9
illustrate
the
typeof
problem
many
exchange
studentsare
likely
to
10
run
into
when
theyfirst
experience
a
foreign
culture.
PPT
17,
“Let’s
learn
it.”II.
Word
Meaning
-
Hyponymshyp-
:
under,
lower;
-onym
:
name,
wordhyponym:
下位词
Umbrella
word:
上位词utensil：knives,
spoons,
pots,
pans;The
relationship
between
“utensils”
and
“knives”
is
hyponymy
(上下义关系).
PPT
18-20,
“Let’s
do
it.”PPT
18-19,II.
Read
the
passage.
Find
thehyponyms
of
“food”
and
group
themunder
an
umbrella.
rice,
grain,
vegetables,
fruits,
beans,
fresh
fish,
preserved
fish,
pork,
meats,
Beef,
horse
meat,
poultry,
rabbit;Food:
grain:
rice;
bean;
fruit,meat:
pork,
beef,
fish;
Poultry,
horse
meat,
rabbitVegetables:The
mind
map
shows
the
hyponymy
of
all
these
food
words.PPT
20,
III.
Complete
each
of
the
sentences
with
a
hyponym
or
an
umbrella
word.The
Indian
cook
with
lots
of
spices,
including
ginger,
chilli
pepper,
black
pepper,
etc.
The
British
have
a
weakness
for
sweet
food.
They
love
puddings,
chocolates
and
sweets.
Can
you
imagine
a
pudding
made
mostly
with
bread
and
butter?
It
exists
in
British
cooking
－
“Bread
and
Butter
Pudding.”
It's
great!A
Chinese
dinner
is
a
marathon
of
food.
Usually
it
starts
out
with
some
cold
dishes,
and
then
moves
into
a
wide
variety
of
main
courses.
Of
course,
there
are
always
some
staple
foods
around
－
rice,
dumplings,
or
noodles.PPT
21-29,
“Link
to
NCEEP
2018
/2019”PPT21-24,
testing
on
hyponymy
and
hypomys
/
umbrella
wordsPPT
21,
I.
Fill
in
the
blank
with
the
proper
choice.But
he's
nervous.
“I'm
here
to
tell
you
today
why
you
should
...
should
...
”
Chris
trips
on
the
“-ld,”
a
pronunciation
difficulty
for
many
non-native
English
speakers.
His
teacher,
Thomas
Whaley,
is
next
to
him,
whispering
support.
“...
Vote
for
...
me
...”
Except
for
some
__D,
Chris
is
doing
amazingly
well.
When
he
brings
his
speech
to
a
nice
conclusion,
Whaley
invites
the
rest
of
the
class
to
praise
him.
A.
bad
manners
B.
silly
jokes
C.
spelling
mistakesD.
improper
pausesPPT
22,improper
pauses
=
stumblesThe
mind
map
shows
the
umbrella
word
“stumble”
and
its
“hyponyms”
PPT
23-24,
III.
Find
out
the
hyponyms
of
“biometric
technology”
in
the
following
passage.Biometric
technology:
fingerprint
scan;Smart
keyboard:
typist
cadence;
typist's
pressureon
each
keyThe
mind
map
here
show
the
hyponymy
of
“Biometric
technology”
and
its
hyponyms.PPT
25-26,
IV.
What
is
the
paragraph
mainly
about?Popularity
is
a
well-explored
subject
in
social
psychology.
Mitch
Prinstein,
a
professor
of
clinical
psychology
sorts
the
popular
into
two
categories:
the
likable
and
the
status
seekers.
The
likables'
plays-well-with-others
qualities
strengthen
schoolyard
friendships,
jump-start
interpersonal
skills
and,
when
tapped
early,
are
employed
ever
after
in
life
and
work.
Then
there's
the
kind
of
popularity
that
appears
in
adolescence:
status
born
of
power
and
even
dishonorable
behavior.
√A.The
classification
of
the
popular.
The
characteristics
of
adolescents.C.The
importance
of
interpersonal
skills.
D.The
causes
of
dishonorable
behavior.
PPT
27-29,V.
Make
the
best
choice
from
A,
B,
C
and
D.
It's
not
really
a
good
idea
to
use
too
many
small
color
piecesIf
you're
experimenting
with
a
colorSmall
color
choices
are
the
ones
we're
most
familiar
with
Color
choice
in
this
range
are
a
step
up
from
the
small
ones
in
two
major
waysC
.
They're
the
little
spots
of
color
like
throw
pillows,
mirrors
and
baskets
that
most
of
us
use
to
add
visual
interest
to
our
rooms.
Less
tiring
than
paining
your
walls
and
less
expensive
than
buying
a
colorful
sofa,
small
color
choices
bring
with
them
the
significant
benefit
of
being
easily
changeable.
PPT
30
Summary,What
have
we
learnt
today?
Comprehension1.
What
is
culture
shock?2.
food-related
differences:the
French
vs.
Americans
Vocabulary
Focuskey
vocabulary
words
as
both
a
noun
and
a
verb
hyponyms
Link
to
NCEEP(2018,
2019)hyponymy(上下义关系)TP
(topic
sentence)PPT
32,
Home
work
for
today.
List
out
some
of
the
“-ed,
-ing”
forms
that
can
be
used
as
attributives.
For
example:
spoken
English,
“spoken”
as
an
attributive.
(1)
Questions
and
Answers;
(2)
Group
Work(3)
Pair
Work(4)
Let’s
do
it.(5)
Let’s
learn.
(6)
Link
to
NCEEPAll
these
activities
can
be
carried
out
individually,
in
pair
work
or
group
work.Students
may
find
Question
1
easy.Students
may
answer
the
question
with
the
help
of
the
mind
map.Students
shall
learn
to
use
mind
maps
as
tools
in
answering
the
questions.Students
shall
find
the
detailed
information
from
the
text.Students
may
find
the
definition
from
the
text.Students
shall
refer
to
the
text
and
fill
in
the
blanks
with
detailed
information.Students
shall
take
the
information
listed
in
the
table
and
make
up
their
own
dialogues.In
PPT
12-16,
students
shall
fill
in
blanks
with
the
words
listed
in
their
correct
forms,
in
which
both
the
meaning
and
the
forms
of
words
shall
fit.Students
shall
practise
the
new
words
and
phrases
learned
in
Reading
A.Students
shall
understand
hyponyms
(下位词)
and
hyponymy
(上下义关系).Students
shall
take
the
exercises
seriously
and
be
able
to
write
out
the
hyponyms
of
the
umbrella
word
“food”.Students
shall
be
able
to
write
out
the
umbrella
words
or
the
hyponyms
according
to
the
meaning
of
the
sentences.
Students
may
find
Task
I
on
PPT
21
a
bit
harder
due
to
the
writing
style
and
some
strange
usage
of
similar
words
like
“trip”.Discussions
and
debates
are
welcomed
here.
Students
may
not
know
the
word
“stumble”,
which
may
be
the
toughest
one
of
all
the
tasks
of
Period
Two.Students
shall
first
understand
the
paragraph
of
text
before
they
could
carry
out
the
task.Students
shall
first
find
out
the
TP
of
the
paragraph.
After
close
reading,
students
may
find
that
“
sorts
the
popular
into
two
categories:
the
likable
and
the
status
seekers”
is
actually
the
main
point
of
this
paragraph
compared
with
the
other
three
choices.Students
should
first
read
through
the
two
paragraphs,
getting
a
big
background
of
the
text.Then,
students
may
start
choosing
between
the
four
choices.Students
may
be
hesitant
between
choice
A
and
C
due
to
the
appearance
of
“small
color”
in
both.In
the
end,
students
may
find
choice
A
illogical
and
incoherent
with
the
rest
sentences
of
the
paragraph.
So
C
will
be
the
right
choice.
Three
questions
of
task
I
are
designed
for
students
toReview
the
main
points
of
the
text.Task
II
of
“Group
Work”
is
designed
to
dig
in
more
detailed
information
of
the
text.Categorization
is
used
to
present
the
organization
of
the
text:
my
personal
experience;
culture
shock;
Dealing
with
it.Categorizing
information
and
making
comparison
are
important
elements
of
critical
thinking;
Task
I
of
“Digging
in
Vocabulary”
is
designed
for
the
purpose
of
using
these
new
words
and
expressions.The
more
we
use
the
new
vocabulary,
the
quicker
we
may
remember
them.Hyponyms
are
an
important
semantic
relationship
as
well
as
synonyms
and
antomyms.Hyponym
is
an
important
sense
relationship
in
English
vocabulary.
Students
should
grasp
as
many
as
possible
hyponyms
as
well
as
the
umbrella
words.
Task
III
of
“Digging
in
Vocabulary”
is
designed
to
practise
hyponyms
and
umbrella
words.Task
I
on
PPT
21
is
designed
to
test
on
the
umbrella
word
and
hyponymy.And
the
mind
map
on
PPT
22
is
still
a
test
on
the
umbrella
word
of
the
same
group
of
hyponyms.The
writing
style
and
words
used
in
Task
I
increase
the
difficulty
of
the
choice.Task
III
on
PPT
23-24
is
designed
to
be
the
most
difficult
part
of
Period
Two
due
to
the
content
and
the
vocabulary.Task
IV
on
PPT
24-25
is
designed
as
a
reading
comprehension
question
testing
on
topic
sentence.Again,
topic
sentence
is
the
test
point
of
Task
V
on
PPT
27-29.
课堂小结
1.
enlarging
vocabulary
with
-ed
/-ing
forms,
noun
verbalization,
and
synonyms;
2.
answering
questions
on
the
main
content
of
the
text
using
mind
maps;3.
group
work
on
the
main
content
of
the
blog
diary:
personal
experience
of
culture
differences
and
the
definition
of
culture
shock;
4.
pair
work
on
the
details
of
food-related
differences
between
the
French
and
Americans;5.
practising
the
key
vocabulary;6.
teaching
about
hyponyms7.
Link
to
NCEEP-2018
/
2019
1.
learning
about
word
formation
knowledge:
-ed
/-ing
as
adjectives;
noun
verbalization;
2.
reviewing
the
text
by
answering
questions
using
mind
maps;
3.
learning
about
grouping
information;
4.
learning
to
categorize
information;5.
doing
exercises
on
key
words
and
phrases;7.
practising
hyponyms;8.
completing
tasks
of
NCEEP-2018
/
2019
Exercises
make
up
most
parts
of
Period
Two.1.
practising
word
formation;2.
Answering
questions
on
Reading
A
using
mind
maps
and
learning
to
categorize
information;3.
promoting
students’
reading
skills
-
through
topic
sentence;
4.
teaching
hyponymy
by
doing
relevant
exercises
5.
NCEEP-2018
/
2019
is
designed
to
practise
key
words
and
phrases
as
well
as
get
familiar
with
the
test
points
and
styles
of
college
entrance
examinations.
板书
New
words
and
phrases:encounter
v.tend
v.utensil
n.appetite
n.grab
v.run
into
galette
des
rois
.International
Programs
(BrE.
Programmes)
Officefocus
n.
&
v.facility
n.
strategy
n.phenomenon
n.graph
n.Honeymoon
n.
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