(共38张PPT)
上外版高中英语必修二
Reading
B
Excerpt
from
BEND
IT
LIKE
BECKHAM
Unit
4
SPORTS
Period
6
Lead
in
Words
and
Expressions
1.
bend
v.
使弯曲；(尤指人的身体或头部)
(使)倾斜,偏向
2.
German
adj.
德国的
3.
penalty
area
n.
罚球区；禁区
4.
net
n.
(体育运动)球门网；网；网状物
5.
goal
n.
射门；进球得分
6.
relief
n.
(不快过后的)宽慰；轻松；解脱
7.
scream
v.
&
n.
(因伤痛、害怕、激动等)尖叫；
8.
referee
n.
(某些体育比赛的)裁判，裁判员
9.
whistle
n.
&
v.哨子
10.
full-time
n.
(体育运动的)全场比赛结束时间，终场
11.
draw
n.
&
v.
平局;
和局;
不分胜负;
抽彩;
抽奖;
抽签
Lead
in
12.
friendly
n.
(足球等的)友谊赛
13.
pitch
n.
(体育比赛的)场地；球场
14.
pep
talk
n.
激励的话；鼓舞士气的话
15.
relieve
v.
解除；减轻；缓和(不快或痛苦)
16.
crack
v.
&
n.破裂；裂开；断裂
17.
goalkeeper
n.
(足球、曲棍球等)守门员
18.
roll
v.
(使)滚动，翻滚
19.
breath
n.
一次吸入的空气；呼吸的空气
20.
calm
v.
(使)平静，镇静，安静；adj.镇静的；沉着的
21.
roar
n.
&
v.
咆哮；吼叫
22.
stadium
n.
体育场；运动场
23.
spot
n.
地点；场所；处所
Lead
in
24.
incredibly
adv.
极端地；极其
25.
yell
v.
&
n.
叫喊；大喊；吼叫
26.
groan
v.
呻吟；叹息；哼哼
27.
crossbar
n.
(足球球门的)横梁
28.
bounce
v.
（使）弹起，弹跳
29.
crowd
n.
人群；观众
30.
gutted
adj.
(infl.)十分伤心的;极度失望的;非常沮丧的
31.
kick
off
(足球比赛等)开球，开始
32.
break
through
冲破；突破
33.
turn
over
(因害怕,
激动等)(胃)翻动
34.
step
up
走上前；
37.
calm
down
(使)平静,
镇静,
安静
Lead
in
35.
Beckham
贝克汉姆(英国足球运动员)
36.
Sally
赛莉
(Sarah的昵称,
亦作Sallie,
人名)
37.
Jules
朱尔斯
(Julius的异体，人名)
38.
Mel
梅尔(Melanie或Melvin的缩写，人名)
39.
Hannah
汉娜(亦作Hanna，人名)
40.
Jess
杰斯(Jesse的昵称，人名)
Lead
in
Women's
Football
1.
field
n.
足球场
2.
coach
n.
教练
3.
referee
n.
裁判
4.
gate
n.
球门
5.
goalkeeper
n.
守门员
6.
penalty
area
n.
禁区
7.
penalty
kick
(PK)
n.
罚点球
8.
a
draw
n.
平局
9.
gate
post
球门柱
10.
crossbar
球门横梁
Reading
The
match
was
nearly
over
and
I
was
almost
on
my
last
legs,
when
I
saw
a
chance.
I
picked
the
ball
up
from
Sally
and
headed
for
the
German
penalty
area.
“Jess!”
I
could
hear
Jules
shouting
as
she
ran
alongside
me.
“Pass”
I
glanced
up
and
hit
the
ball
forward
into
space.
Jules
ran
on
to
it,
picked
it
up
and
hit
the
ball
into
the
net.
It
was
just
as
good
as
Beckham’s
last
minute
goal
against
Greece.
I
almost
collapsed
with
relief.
Excerpt
from
Bend
it
Like
Beckham
Para.
1-3
1.
on
my
last
legs
腿快跑不动了
2.
penalty
area
禁区
3.
pass
v.
传球
4.
pick
it
up
接住球
5.
with
relief
松了口气
Question
Time
1.
Summarize
the
first
three
paragraphs
in
one
sentence.
We
scored
a
goal
at
the
last
minute
of
the
game.
2.
How
to
translate
the
following
sentence?
I
almost
collapsed
with
relief.
我松了口气儿，差点儿瘫坐到地上。
Reading
Jules
ran
into
me
and
I
jumped
on
her,
followed
by
the
rest
of
the
team.
We
were
all
screaming
with
joy.
The
referee
had
to
break
it
up
and
hurry
us
back
to
the
centre
circle,
but
two
minutes
later
we
kicked
off,
he
blew
the
whistle
for
full-time.
A
draw.
“Penalties,”
Jules
said,
with
a
smile
on
her
face.
Paragraph
4-5
6.
run
into
sb.
跑进某人怀里
7.
jump
on
sb.
抱着某人跳
8.
break
it
up
使我们散开
9.
kick
off
开球
10.
blow
the
whistle
for
full
time,
吹哨示意终场时间到
11.
a
draw
平局
12.
penalty
(kick)
n.
罚点球;
PK
一对一
Group
Discussion
3.
Summarize
Paragraph
4-5
in
one
sentence.
We
were
wild
with
joy
for
the
last
score,
because
it
ended
the
game
with
a
draw.
4.
How
to
translate
the
following
sentence?
Jules
ran
into
me
and
I
jumped
on
her,
followed
by
the
rest
of
the
team.
J扑过来，抱住我，我跳起来抱着她，其他队员跟在我们身后。
Group
Discussion
Here,
“followed
...”
is
an
adverbial
indicating
attendant
circumstances.
Why
“followed”,
not
“following”?
Jules
ran
into
me
and
I
jumped
on
her,
followed
by
the
rest
of
the
team.
Good
question.
“Jule
and
I”
were
followed
by
the
rest
of
the
team,
-ed
form
in
passive
meaning.
Group
Discussion
Why
“run
into
me”,
but
“jump
on
me”？
Good
question!
Jules
ran
into
me
and
I
jumped
on
her,
followed
by
the
rest
of
the
team.
Because
you
run
into
my
arms;
and
I
jumped
with
you
in
my
arms.
Now
we
both
are
“on
each
other”.
Reading
B
Although
it
wasn’t
usual
to
finish
a
friendly
with
penalties,
both
sides
had
decided
that
it
would
be
a
nice
idea.
Now,
with
my
legs
shaking
dangerously,
I
wasn’t
so
sure.
Joe
came
on
to
the
pitch
to
give
us
a
quick
pep
talk.
Maybe
he
wouldn’t
choose
me.
“OK,
Jules,
you
go
first,”
Joe
said.
“Then
Mel,
Tina,
Hannah
and－”
he
turned
to
me
“－Jess.”
I
tried
not
to
look
relieved
that
I
was
last.
With
any
luck
I
wouldn’t
have
to
take
my
turn,
if
the
match
was
decided
before
that.
Paragraph
6-7
13.
finish
a
friendly
with
penalties
以罚球结束友谊赛
14.
with
my
legs
shaking
dangerously
我的腿抖得厉害
15.
relieve
v.
减轻
16.
look
relieved
看起来放松
Question
Time
5.
Summarize
paragraph
6-7
in
one
sentence.
I
felt
relieved
to
be
the
last
penalty
kick
of
our
team.
6.
In
the
following
sentence,
what
was
“I”
not
sure
about?
Now,
with
my
legs
shaking
dangerously,
I
wasn’t
so
sure.
I
wasn’t
so
sure
about
my
penalty
kick.
Reading
The
Germans
went
first
and
scored.
So
did
Jules,
with
a
cracking
shot
that
nearly
broke
through
the
net.
The
Germans
scored
again.
So
did
Mel.
After
a
third
German
goal,
Tina
was
looking
nervous,
but
she
was
lucky
because
her
shot
went
in
off
the
post.
17.
German
n.
&
adj.
德语;
德国人;
德国人的
Germans
(pl.)
德国人
Frenchman
n.法国人
Frenchmen
(pl.)
法国人
n.
球门网
19.
So
did
Jules.
Jules
同德国队员一样，点球进门得分。
20.
a
cracking
shot
一脚劲爆射门
Paragraph
8
Scores
went
even
between
the
two
teams
after
the
first
three
penalties.
Question
Time
7.
Summarize
paragraph
8
in
one
sentence.
...
she
was
lucky
because
her
shot
went
in
off
the
post.
8.
Translate
the
following
sentence
into
Chinese.
她很幸运，一脚射门，球
擦着门柱
进网得分。
Group
Discussion
a
third?
the
third?
When
shall
we
use
“a
third”?
And
“the
third”
focuses
on
the
order.
For
example,
“I
have
two
elder
brothers.
I
am
the
third
child
of
the
family”
“a
third”
meaning
another,
one
more;
For
example,
“At
the
table,
if
you
finish
the
dish
and
you
want
some
more,
you
can
fetch
a
second
dish,
a
third
dish...”
Reading
My
stomach
was
turning
over
and
over
as
Hannah
stepped
up
to
take
our
fourth
penalty.
The
Germans
hadn’t
missed
one
yet.
If
Hannah
scored,
it
would
be
all
down
to
the
last
German
penalty-taker
－
and
me.
Hannah
sent
the
goalkeeper
the
wrong
way
and
rolled
the
ball
smoothly
into
the
left-hand
corner
of
the
net.
I
tried
to
take
deep
breaths
to
calm
myself
down.
If
the
next
German
player
scored,
I’d
have
to
take
my
turn.
I
closed
my
eyes,
willing
her
to
fail.
Paragraph
9-10
21.
turn
over
and
over
(我的胃因紧张)不停翻腾
22.
send
the
goalkeeper
the
wrong
way
在方向上骗过守门员
23.
roll
the
ball
smoothly
into
球顺利滚进球门
24.
take
deep
breaths
做几次深呼吸
25.
calm
myself
down
让自己冷静下来
26.
take
my
turn
轮到我
Question
Time
9.
Summarize
paragraph
9
and
10
in
one
sentence.
I
began
to
feel
nervous
as
the
penalties
proceeded,
wishing
the
fifth
German
player
would
fail.
10.
Translate
the
following
sentence
into
Chinese.
...
it
would
be
all
down
to
the
last
German
penalty-taker
－
and
me.
...
比赛胜负将取决于德方最后一个罚点球的队员和我。
Group
Discussion
I
closed
my
eyes,
willing
her
to
fail.
Why
“willing
her
to
fail”?
Here
“will”
means
“wish,
hope”,
a
transitive
verb.
And,
“closed
my
eyes”
and
“willed
her
to
fail”
happen
at
the
same
time.
So“willing
her
to
fail”
is
used
as
an
adverbial
indicating
attendant
circumstances.
Reading
A
loud
roar
around
the
stadium
told
me
that
she’d
scored.
The
referee
signaled
me
to
come
over
and
with
heavy
steps
I
walked
over
to
the
place
the
ball
on
the
spot.
I
was
incredibly
tired
and
my
legs
felt
like
they
were
made
of
lead.
Behind
me
I
could
hear
the
girls
yelling
encouragement.
Paragraph
11
27.
roar
n.
咆哮；吼叫
28.
referee
n.
裁判
29.
signal
v.
示意
(-ed,
-ed)
signal
sb.
to
do
sth.
30.
incredibly
adv.极端地；极其
31.
yell
v.
&
n.
大喊；吼叫
Question
Time
11.
Summarize
paragraph
11
in
one
sentence.
Feeling
exhausted,
I
barely
walked
over
and
placed
the
ball
on
the
spot.
Reading
“Come
on,
Jess!”
That
was
Jules.
“You
can
do
this.”
I
made
a
superhuman
effort
and
ran
towards
the
ball,
but
even
as
I
hit
it,
I
knew
it
wasn’t
right.
I
groaned
as
the
ball
hit
the
crossbar
and
bounced
away
into
the
crowd.
Now
I
knew
exactly
how
those
players
who’d
missed
penalties
felt.
Like
someone
had
grabbed
hold
of
my
insides
and
ripped
them
out.
Gutted,
in
other
words.
Paragraph
12
32.
make
a
superhuma
effort
使出超常的力气
33.
groan
v.
叹息；呻吟
34.
crossbar
n.
球门横梁
35.
bounce
v.
反弹
36.
rip
v.
(ripped,
ripped)
(突然或猛烈地)撕破，裂开;
猛地扯开;
突然拉开
37.
grab
hold
of
猛地揪住
38.
gutted
adj.
伤心透了
Question
Time
12.
Summarize
paragraph
12
in
one
sentence.
I
missed
the
penalty,
feeling
gutted.
13.
Translate
the
following
sentence
into
Chinese.
Like
someone
had
grabbed
hold
of
my
insides
and
ripped
them
out.
感觉就像我的五脏六腑突然被人揪着拽出来那般疼痛。
Pair
Work
Verb-Noun
Concurrence
Words
(兼类词)
1.
I
heard
the
girls
yelling
encouragement
behind.
yell
2.
I
hear
angry
yells
from
the
flat
below.
In
sentence
1,
“yell”
is
a
verb
with
“encouragement”
as
its
object.
In
sentence
2,
“yell”
is
a
noun,
serving
as
the
object
of
“hear”.
Group
Discussion
There
are
a
great
many
V-N
concurrence
words
of
sound.
Like
“yell”,
“whisper”,
and
“scream”,
etc.
Yes.
Look
at
the
table,
please.
Verb-Noun
Concurrence
Words
(兼类词)
1.
shout
大声喊
2.
scream
尖叫
3.
whisper
悄声说
4.
groan
叹息
5.
yell
叫喊
6.
cheer
欢呼
7.
call
呼喊
8.
cry
大哭
9.
weep
哭泣
10.
roar
咆哮
We
usually
say,
“scream
at
sb./sth.”
or,
“let
out
a
scream”.
The
same
with
the
other
sound
words.
Group
Discussion
What
are
particles
in
phrasal
verbs?
Particles
have
strong
descriptive
meaning.
For
example,
in
“the
ball
...
bounced
away
into
the
crowd”,
“away”
is
the
particle
meaning
the
ball
first
bounced
away
from
the
gate
and
then
into
the
crowd.
It
is
totally
different
from
“bounce
into
the
crowd”
Note
the
particles
in
the
phrasal
verbs
Particles
refer
to
the
prepositions
or
adverbs
that
go
with
verbs.
For
example,
“run
into
sb.”,
“jump
on
sb.”
And
the
functions
of
particles?
Group
Discussion
I
got
it.
In
“The
referee
signaled
me
to
come
over
...”,
“come
over”
means
there
is
a
distance
between
the
two
and
“I
have
to
go
across
the
field
to
sb.”
Note
the
particles
in
the
phrasal
verbs
In
“I
glanced
up
and
hit
the
ball
forward
into
space.
Jules
ran
on
to
it...”,
“forward”
indicating
the
direcion,
and
“on”
indicating
“keep
running
for
a
while”
Right.
Particles
carry
with
them
very
subtle
yet
detailed
descriptive
meanings
that
cannot
be
ignored
in
prehension
Plus
1.
Which
team
won
the
match
in
the
end?
How?
I.
Answer
the
questions.
The
German
team
won
in
the
end
with
five
to
four
by
penalty.
2.
What
does
“friendly”
(line
21)
mean
in
this
story?
Friendly
means
a
friendly
match
here.
3.
Who
is
Joe?
How
do
you
know?
Joe
is
the
coach
of
Jess's
team.
On
line
24-29,
Joe
came
giving
the
girls
a
pep
talk
and
then
pointed
the
penalty
prehension
Plus
plete
the
table
with
words
and
phrases
from
the
text
that
indicates
Jess's
feelings
at
each
stage
of
the
game.
Use
some
adjectives
to
describe
her
feelings.
Stage
Feeling
indicator
Feeling
1.
when
the
match
was
nearly
over
I
was
almost
2.
after
Jess
assisted
Jules
to
score
the
goal
I
almost
collapsed
with
We
were
all
3.
before
the
penalties
I
exhausted
relieved,
excited
doubtful
on
my
last
legs.
screaming
with
joy.
relief.
wasn't
so
prehension
Plus
Stage
Feeling
indicator
Feeling
4.
when
she
was
picked
to
take
the
last
penalty
I
that
I
was
last.
5.
when
Hannah
stepped
up
to
take
“our”
fourth
penalty
6.
when
Hannah
scored
the
fourth
penalty
relieved,
lucky
fearful
and
nervous
tense
tried
not
to
look
relieved
My
stomach
was
turning
over
and
over
...
I
tried
to
take
deep
breaths
to
calm
myself
down.
Comprehension
Plus
Stage
Feeling
indicator
Feeling
7.
before
the
last
German
penalty
taker
kicked,
I
willing
her
to
fail.
8.
When
Jess
was
about
to
take
her
penalty
...
with
I
walked
over
to
place
the
ball
on
the
spot.
I
9.
when
Jess
missed
the
goal
and
her
team
lost
the
game
Like
someone
had
grabbed
hold
of
my
insides
and
ripped
them
out.
,
in
other
words.
worn
out
wishful
thinking
depressed
drooping
painful
closed
my
eyes,
heavy
steps
was
incredibly
tired,
and
my
legs
felt
like
they
were
made
of
lead.
I
groaned
as
the
ball
hit
the
...
Gutted,
Summary
of
Reading
B
We
scored
a
goal
at
the
last
minute
of
the
game.
Scores
went
even
between
the
two
teams
after
the
first
three
penalties.
We
were
wild
with
joy
for
the
last
score,
because
it
ended
the
game
with
a
draw.
I
felt
relieved
to
be
the
last
penalty
kick
of
our
team.
First
Version
I
began
to
feel
nervous
as
the
penalties
proceeded,
wishing
the
fifth
German
player
would
fail.
I
missed
the
penalty,
feeling
gutted.
Summary
of
Reading
B
At
the
last
minute
of
the
game,we
scored
a
goal
.
Although
exhausted,
we
were
wild
with
joy
because
this
goal
ended
the
game
with
a
draw.
Then
came
penalties.
I
felt
relieved
to
be
the
last
penalty
kick
of
our
team.
The
scores
went
even
after
the
first
four
kicks.
I
felt
nervous
as
it
proceeded,
wishing
the
fifth
German
player
would
fail.
Unfortunately,
I
missed
the
kick.
I
felt
gutted.
(72
words)
Revised
Version
Summary
What
have
we
learnt
today?
√
the
sport
spirits
shown
by
Jess
and
her
teammates;
√
difference
between
“a
third”
and
“the
third”
√
the
story
of
an
Indian
girl
and
a
football
match;
√
functions
of
particles
(小品词)
√
verb-noun
concurrence
words
like
“yell,
scream,
groan”;
√
-ed
/
-ing
form
as
adverbials;
√
writing
in
chronological
order;
Homework
Think
over
the
question
below.
What
are
the
differences
of
gains
and
losses
of
doing
sports
to
professional
athelets
and
amateurs?
谢谢
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上外版2020年高中英语必修二
Unit
4
SPORTS
Period
6
Reading
B
教学设计
课题
Excerpt
from
BEND
IT
LIKE
BECKHAM
单元
Unit
4
学科
English
年级
Senior
Grade
1
教材分析
Reading
B
is
a
narrative
of
an
Indian
girl
Jess
and
a
football
match.
In
the
excerpt,
the
author
makes
a
detailed
description
of
Jess’s
emotional
ups
and
downs
with
the
development
of
the
plots,
showing
us
her
passionate
love
of
football
and
deepest
pain
after
she
missed
the
penalty.
教学目标与核心素养
Knowledge
objectives:
doing
sports
may
give
you
the
greatest
joys
as
well
as
deepest
pains.;Skill
objectives:
close
reading
and
summary
writing;
analyzing
advantages
and
disadvantages3.
Emotional
objectives:
The
sport
spirits
shown
by
Jess
and
her
teammates;4.
Thinking
quality
objectives:
analyzing
advantages
and
disadvantages
重点
writing
in
chronological
order
难点
understanding
functions
of
particles:...
she
was
lucky
because
her
shot
went
in
off
the
post.verb-noun
concurrence
words
教学过程
教学环节
教师活动
学生活动
设计意图
导入
1.
presenting
words
and
expressions
of
Reading
B;
2.
introducing
football-related
terms;
1.
listening
to
words
and
expressions;2.
identifying
the
pictures
with
the
football-related
terms;
1.
warming
up
with
words
and
expressions;2.
introducing
the
basic
elements
of
a
football
match
讲授新课
PPT
7,
“Reading
Para.
1-3”Listing
the
new
words
and
phrases
and
the
Chinese
equivalents;
PPT
8,
“Question
Time”1.
Summarize
the
first
three
paragraphs
in
one
sentence.We
scored
a
goal
at
the
last
minute
of
the
game.
2.
How
to
translate
the
following
sentence?“I
almost
collapsed
with
relief.”我松了口气儿，差点儿瘫坐到地上。PPT
9,
“Reading
para.
4-5”PPT
10-12,
“Group
Work”PPT
10,3.
Summarize
Paragraph
4-5
in
one
sentence.We
were
wild
with
joy
for
the
last
score,
because
it
ended
the
game
with
a
draw.4.
How
to
translate
the
following
sentence?Jules
ran
into
me
and
I
jumped
on
her,
followed
by
the
rest
of
the
team.
Jules跑过来，抱住我，我跳起来抱着她，其他队员跟在我们身后。PPT
11,
“Group
Discussion”Jules
ran
into
me
and
I
jumped
on
her,
followed
by
the
rest
of
the
team.
Why
“followed
by
...
”?Boy
1:
Here,
“followed
...”
is
an
adverbial
indicating
attendant
circumstances.Question
Mark
Girl:
Why
“followed”,
not
“following”?
Boy
2:
Good
question.
“Jule
and
I”
were
followed
by
the
rest
of
the
team,
-ed
form
in
passive
meaning.
PPT
12,
Jules
ran
into
me
and
I
jumped
on
her,
followed
by
the
rest
of
the
team.
Why
“followed
by
...
”?Question
Mark
Girl:
Why
“run
into
me”,
but
“jump
on
me”？Boy
2:
Good
question.Backpack
Girl:
Because
you
run
into
my
arms;
and
I
jumped
with
you
in
my
arms.
Now
we
both
are
“on
each
other”.PPT
13:
Reading
para.
6-7PPT
14,
Question
Time5.
Summarize
paragraph
6-7
in
one
sentence.I
felt
relieved
to
be
the
last
penalty
kick
of
our
team.6.
In
the
following
sentence,
what
was
I
not
sure
about?“Now,
with
my
legs
shaking
dangerously,
I
wasn’t
so
sure.”Smiling
Face:
I
wasn’t
so
sure
about
my
penalty
kick.PPT15,
Reading
para.
8
PPT
16,
Question
TimeSummarize
paragraph
8
in
one
sentence.
Scores
went
even
between
the
two
teams
after
the
first
three
penalties.Translate
the
following
sentence
into
Chinese....
she
was
lucky
because
her
shot
went
in
off
the
post.她很幸运，一脚射门，球擦着门柱进网得分。PPT
17,
Group
Discussion“a
third”?
“the
third”?Boy
1:
When
shall
we
use
“a
third”?
Boy
2:
“a
third”
meaning
another,
one
more;
For
example,
“At
the
table,
if
you
finish
the
dish
and
you
want
some
more,
you
can
fetch
a
second
dish,
a
third
dish...”Backpack
Girl:
And
“the
third”
focuses
on
the
order.
For
example,
“I
have
two
elder
brothers.
I
am
the
third
child
of
the
family”PPT
18,
Reading
of
para.
9-10PPT
19,
Question
Time9.
Summarize
paragraph
9
and
10
in
one
sentence.I
began
to
feel
nervous
as
the
penalties
proceeded,
wishing
the
fifth
German
player
would
fail.10.
Translate
the
following
sentence
into
Chinese....
it
would
be
all
down
to
the
last
German
penalty-taker
－
and
me....
比赛胜负将取决于德方最后一个罚点球的队员和我。
PPT
20:
Group
Discussion“I
closed
my
eyes,
willing
her
to
fail.”Boy
2:
Why
“willing
her
to
fail”?
Backpack
Girl:
Here
“will”
means
“wish,
hope”,
a
transitive
verb.Smiling
Face:
And,
“closed
my
eyes”
and
“willed
her
to
fail”
happen
at
the
same
time.
So“willing
her
to
fail”
is
used
as
an
adverbial
indicating
attendant
circumstances.PPT
21:
Reading
para.
11PPT
22,
Question
Time11.
Summarize
paragraph
11
in
one
sentence.
Feeling
exhausted,
I
barely
walked
over
and
placed
the
ball
on
the
spot.
PPT
23,
Reading
para.
12PPT
24,
Question
Time11.
Summarize
paragraph
12
in
one
sentence.I
missed
the
penalty,
feeling
gutted.
13.
Translate
the
following
sentence
into
Chinese.Like
someone
had
grabbed
hold
of
my
insides
and
ripped
them
out.感觉就像我的五脏六腑突然被人揪着拽出来那般疼痛。PPT
25:
Pair
WorkVerb-Noun
Concurrence
Words(兼类词)yell
v.
&
n.1.
I
heard
the
girls
yelling
encouragement
behind.Boy
1:
In
sentence
1,
“yell”
is
a
verb
with
“encouragement”
as
its
object.2.
I
hear
angry
yells
from
the
flat
below.Backpack
Girl:
In
sentence
2,
“yell”
is
a
noun,
serving
as
the
object
of
“hear”.
PPT
26-28:
Group
DiscussionVerb-Noun
Concurrence
Words(兼类词)Boy
2:
There
are
a
great
many
V-N
concurrence
words
of
sound.
Like
“yell”,
“whisper”,
and
“scream”,
etc.Boy
1:
Yes.
Look
at
the
table,
please.
Backpack
Girl:
We
usually
say,
“scream
at
sb./sth.”
or,
“let
out
a
scream”.
The
same
with
the
other
sound
words.PPT
27-28,
Note
the
particles
in
the
phrasal
verbsQuestion
Mark
Girl:
What
are
particles
in
phrasal
verbs?Boy
2:
Particles
refer
to
the
prepositions
or
adverbs
that
go
with
verbs.
For
example,
“run
into
sb.”,
“jump
on
sb”.Boy
1:
And
the
functions
of
particles?Smiling
Face:
Particles
have
strong
descriptive
meaning.
For
example,
in
“the
ball
...
bounced
away
into
the
crowd”,
“away”
is
the
particle
meaning
the
ball
first
bounced
away
from
the
gate
and
then
into
the
crowd.
It
is
totally
different
from
“bounce
into
the
crowd”
PPT
28,Boy
3:
I
got
it.
In
“The
referee
signaled
me
to
come
over
...”,
“come
over”
means
there
is
a
distance
between
the
two
and
“I
have
to
go
across
the
field
to
sb.”Boy
2:
In
“I
glanced
up
and
hit
the
ball
forward
into
space.
Jules
ran
on
to
it...”,
“forward”
indicating
the
direcion,
and
“on”
indicating
“keep
running
for
a
while”Smiling
Face:
Right.
Particles
carry
with
them
very
subtle
yet
detaileddescriptive
meanings
that
cannot
be
ignored
in
writing.
PPT
29-32,
Comprehension
PlusI.
Answer
the
questions.1.
Which
team
won
the
match
in
the
end?
How?The
German
team
won
in
the
end
with
five
to
four
by
penalty.2.
What
does
“friendly”
(line
21)
mean
in
this
story?Friendly
means
a
friendly
match
here.
3.
Who
is
Joe?
How
do
you
know?Joe
is
the
coach
of
Jess's
team.
On
line
24-29,
Joe
came
giving
the
girls
a
pep
talk
and
then
pointed
the
penalty
players.
PPT
30,
plete
the
table
with
words
and
phrases
from
the
text
that
indicates
Jess's
feelings
at
each
stage
of
the
game.
Use
some
adjectives
to
describe
her
feelings.
PPT
31,PPT
32,PPT
33,
Summary
of
Reading
B
(First
version):We
scored
a
goal
at
the
last
minute
of
the
game.
We
were
wild
with
joy
for
the
last
score,
because
it
ended
the
game
with
a
draw.
I
felt
relieved
to
be
the
last
penalty
kick
of
our
team.
Scores
went
even
between
the
two
teams
after
the
first
three
penalties.I
began
to
feel
nervous
as
the
penalties
proceeded,
wishing
the
fifth
German
player
would
fail.
I
missed
the
penalty,
feeling
gutted.
(74
words)PPT
34,
Summary
of
Reading
B
(Revised
version)At
the
last
minute
of
the
game,we
scored
a
goal
.
Although
exhausted,
we
were
wild
with
joy
because
this
goal
ended
the
game
with
a
draw.
Then
came
penalties.
I
felt
relieved
to
be
the
last
penalty
kick
of
our
team.
The
scores
went
even
after
the
first
four
kicks.
I
felt
nervous
as
it
proceeded,
wishing
the
fifth
German
player
would
fail.
Unfortunately,
I
missed
the
kick.
I
felt
gutted.
(72
words)PPT
35,
“What
we
have
learnt
today”
PPT
36,
Homework:Think
over
the
questions
below.
What
are
the
differences
of
gains
and
losses
of
doing
sports
to
professional
athletes
and
amateurs?
Reading;
Question
Time(3)Group
Discussion(4)
Pair
Work(5)Comprehension
Plus(6)
TranslationAll
these
activities
can
be
carried
out
individually,
in
pairs
or
in
groups.Students
shall
first
understand
the
lines
of
text
with
the
help
of
the
vocabulary
table;Students
may
brain-storm
a
list
of
ideas,
which
need
structuring
to
form
a
one-sentence
summary.Students
may
quickly
find
out
the
key
falls
on
the
translation
of
“with
relief”.It
is
suggested
that
“with
relief”
is
translated
into
a
verb
phrase
in
Chinese,
which
is
in
conformity
with
Chinese
idiomatically.Students
may
find
the
summary
relatively
easy
here.Students
may
find
the
translation
rather
difficult,
especially
the
translation
of
“ran
into”
and
“jumped
on”,
and
“followed
by
...”.
Comments
are
welcomed
here
on
the
reference
translation.Students
shall
notice
that
-ed
form
as
an
adverbial
indicating
a
passive
meaning.Students
shall
notice
the
explanations
of
“into”
and
“on”
as
prepositions.Students
shall
notice
the
psychological
description
of
Jess’s
mind,
a
quick
shift
from
relief
to
hesitation.Again
here,
students
shall
notice
the
translation
of
particles
in
the
sentence.Students
shall
notice
the
meaning
of
“another,
some
more”
of
“a
third,
a
fourth,
a
fifth,
etc.”
Students
are
welcomed
to
make
comments
on
the
reference
summary.Students
may
look
up
the
dictionary
for
“proceed”.Students
shall
notice
that
“be
all
down
to
sb.”
is
the
same
as
“be
up
to
sb.”
meaning
“be
decided
by
sb.”
Again,
students
may
have
a
discussion
on
the
reference
summary
and
make
their
own
comments.
Students
may
have
a
discussion
over
the
word
“gutted”
(its
meaning
and
its
Chinese
equivalent.)Students
may
present
their
own
translation
of
sentence
13.Students
may
think
of
a
lot
of
v-n
concurrence
words.
They
may
list
out
these
words.Here,
students
may
practising
using
these
concurrence
words
one
by
one.Students
may
take
notes
of
these
particles
and
think
over
their
meanings
between
lines.
Here
students
may
ask
how
to
translate
“bounce
into
the
crowd”,
which
needs
another
discussion
actually.Here,
students
need
to
choose
the
proper
diction
to
express
the
feelings
of
Jess.Students
may
find
summary
of
Reading
B
relatively
easy.Students
may
find
the
first
version
needs
improving
in
textual
cohesion.Students
may
analyze
the
cohesive
devices
applied
in
the
revised
version
of
summary.Students
shall
follow
the
points
in
“summary”
here
and
ask
teacher
for
help
if
there
are
any
questions
they
do
not
understand.
Summarizing
exercises
check
both
understanding
and
thinking;
summarizing
the
paragraph
in
one
sentence
is
a
challenge
to
student
in
picking
out
what
to
remain
and
what
to
be
left
out;
Task
2
is
designed
for
students
to
practise
translating
skills.Translation
of
“into,
on”
here
is
designed
for
students
to
notice
the
functions
of
particles
in
writing,
which
may
imply
very
delicate
meanings.Question
6
is
designed
for
students
to
notice
the
changes
of
Jess’s
psychology.Question
8
is
designed
to
emphasize
the
frequent
use
of
particles
in
Reading
B.
Group
Discussion
is
designed
for
a
deeper
understanding
of
differences
between
“a
third”
and
“the
third”.
Group
Discussion
here
is
designed
to
illustrate
the
use
of
-ing
form
as
adverbials.Question
13
is
designed
for
students
to
practise
translating
skills.
Here
adding
is
used
in
translation.Pair
work
on
PPT
25
is
designed
for
students
to
notice
these
particular
words.“Functions
of
particles”
is
designed
for
students
to
notice
their
uniqueness
in
description
of
prehension
Plus
is
designed
as
a
review
of
the
whole
text,
with
Questions
of
Part
I
on
some
general
information
the
text,
and
Part
II
on
some
details
of
the
text.
In
fact,
the
“Feeling”
section
of
Part
II
is
a
one-word
summary
of
the
psychology
of
Jess
at
different
stages
of
the
plot
development.
Summarizing
Reading
B
is
designed
for
students
to
practising
paragraph
writing,
which
is
a
must
in
college
entrance
examination.
Summary
is
designed
for
the
convenience
of
reviewing
what
we
have
learnt
today
as
well
as
for
students
to
do
checklist.
课堂小结
teaching
reading
by
summarizing2.
elaborating
on
-ed
form
and
-ing
form
as
adverbials;3.
presenting
the
gains
and
losses
of
doing
sports;4.
practising
translating
skills;5.
the
difference
of
“a
third”
and
“the
third”;6.
teaching
about
the
functions
of
particles;7.
teaching
about
V-N
concurrence
words;8.
writing
strategies:
writing
in
chronological
order;
1.
learning
to
summarize
paragraphs2.
learning
to
interpreting
some
words
or
phrases
in
text
B;3.
learning
to
translate
some
sentences;
4.
learning
about
the
emotional
changes
of
Jess;
5.
learning
to
talk
about
football
using
particles;
6.
learning
to
write
in
chronological
order
1.
presenting
vocabulary
of
Reading
B;2.
teaching
the
usages
of
key
vocabulary;3.
teaching
reading
by
summarizing;
4.
promoting
students’
reading
skills;
5.
teaching
some
particular
translation
skills;6.
teaching
students
to
talk
on
football;7.
teaching
students
to
write
in
chronological
order;
板书
Vocabulary:
on
my
last
legs
腿快跑不动了penalty
area
禁区pass
v.
传球pick
it
up
接住球with
relief
松了口气run
into
sb.
跑进某人怀里jump
on
sb.
抱着某人跳break
it
up
使我们散开kick
off
开球blow
the
whistle
for
full
time,
吹哨示意终场时间到a
draw
平局penalty
(kick)
n.
罚点球;
PK
一对一finish
a
friendly
with
penalties以罚球结束友谊赛relieve
v.
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