(共35张PPT)
上外版高中英语必修二
Digging in Vocabulary (Part II)
& Grammar in Use
(-ing / -ed forms 2)
Unit 4 SPORTS
Period 3
1. When I was finally ready to get serious, you left me off the varsity.
2. However, due to a serious family illness we will be unable to walk.
Lead in.
serious adj.
determined to follow a particular plan of action;
severe in effect; bad
Polysemy
1. one word having two or more distinct but related meanings;
2. referring to contex clues to decide its meaning in use;
1. What does “serious” mean in the two sentences
Lead in
Polysemy
1. most extreme; best, worst, greatest, most important, etc. 极端的；
最好(或坏, 伟大,重要等)的
2. You’re my ultimate teammate and my toughest competitor.
2. happening at the end of a long process 最后的；最终的;终极的
my ultimate teammate 我最好的队友
ultimate adj.
Lead in
Polysemy
1. having or causing problems or difficulties
艰苦的; 艰难的; 棘手的
2. You’re my ultimate teammate and my toughest competitor.
2. strong enough to deal wiht succesfully with difficult consitions or situations 坚强的;
健壮的; 能吃苦耐劳的;
坚韧不拔的
toughest competitor 最强悍的对手
tough adj.
Let's do it.
Digging in Vocabulary: Polysemy
2. Which of the underlined words in A, B, and C has the same
meaning as the italicized word in each sentence
(1) You've become much more than just a ball to me. You've
become more than just a court.
A. At this rate, they could find themselves in divorce court.
B. The things I really liked about the apartment hotel are its
outdoor tennis courts, the pool and the high-speed Wi-Fi.
C. She came to visit England, where she was presented at
the court of the King.
Group Work
In Jordan's letter, “more than just a court”, “court” here means the playground for basketball.
The same as in “outdoor tennis courts” .
And the other two courts
In “divorce court”, court is related to law suit.
In “court of the King”, court means the king's residence.
What does “court” mean here
Let's do it.
Digging in Vocabulary: Polysemy
2. Which of the underlined words in A, B, and C has the same
meaning as the italicized word in each sentence
(2) I worked on my game. Passing . Dribbling. Shooting.
Thinking.
A. The police came around the corner and started shooting
at them.
B. I'd love to shoot a video about sports.
C. The striker is preparing to shoot at the goal defended by
the goalkeeper on the football field.
Group Work
In Jordan's letter, “shooting” means playing basketball.
In sentence A, “The police ... shooting at them”, here, shoot means firing a gun at somebody.
And shoot a video of sports
In “shoot a video”, shoot is related to taking a picture.
In sentence C, “shoot at the goal”, “shoot” means strike the ball, which is the same as sentence (2). So C is the choice.
What does “shooting” mean here
Let's do it.
Digging in Vocabulary: Polysemy
2. Which of the underlined words in A, B, and C has the same
meaning as the italicized word in each sentence
(3) Coach Smith was teaching me how to love you, how to
listen to you, how to respect you and how to appreciate you.
A. In time you'll appreciate the beauty of this language.
B. Peter stood by me when I most needed help. I'll always
appreciate that.
C. I began to appreciate the difficulties my father has faced.
Group Work
In Jordan's letter, “appreciate you” means “enjoy and admire basketball”.
In sentence A, “appreciate the beauty of language”, here, appreciate means “enjoy and love the language”.
So, A is the choice.
In “I'll...appreciate that”, appreciate means “thank sb. for sth.”; in “I began to appreciate the difficulties...”, appreciate means “understand”.
What does “appreciate” mean here
Let's do it.
Digging in Vocabulary: Polysemy
3. Complete each pair of sentences with the same word. The
word has different meanings in the sentence. Change forms
if necessary.
(1) If you train hard, you will __________ a good footballer.
He works for a company that ___________ boxing
equipment.
work on
works on
Group Work
I think “you will work on a good footballer” means “you will improve yourself and be a good footballer”.
And “A company works on boxing equipment” “work on” here means something different.
“A company works on boxing equipment”, here “work on” may means “doing business in...”, I think.
So “work on”: (1) improve oneself; (2) do business in sth.
What does “work on” mean here
Let's do it.
Digging in Vocabulary: Polysemy
3. Complete each pair of sentences with the same word. The
word has different meanings in the sentence. Change forms
if necessary.
(2) This is the second international __________ they've played
in a week.
The curtains look great － they're a perfect _________ for
the sofa.
match
match
Group Work
In “play a match”, “match” means a sport event.
What about the other match “a perfect match for...”
In “a perfect match for sth.”, “match” means “something that goes well with ...”
So “match”: (1) a sport event ; (2)something that goes well with ...
What does “work on” mean here
Let's do it.
Digging in Vocabulary: Polysemy
3. Complete each pair of sentences with the same word. The
word has different meanings in the sentence. Change forms
if necessary.
(3) When a runner is “off base” in a baseball game, he is in a
weak __________.
What is your ____________ on the new rules of the game
interference
interference
Group Work
In baseball, “a weak interference” means “a legal act of hindering without penalty” (轻微的妨碍行为). Rather a professional term!
In the second sentence, “your interference on the new rules of the game”, “interference” means “intervention on one's behalf”.
This is hard.
“interference”: (1) a baseball term, an act of hindering; (2)
intervention on one's behalf;
Grammar in Use
-ed / -ing form 2 － used as adverbials
I. Read the passage and pay attention to the underlined -ing and -ed forms
in it. What functions do they serve
Athletes have been fictional characters in movies but rarely have they
been filmmakers themselves. But Kobe Bryant, the great US basketball star,
has done just that.
In 2017, he made a short film called Dear Basketball. The film features a
script based on a poem written by Bryant in 2015, a year before he retired.
When asked to come onto the stage and accept an Oscar for the movie at the
2017 Academy Awards, Bryant commented, “As basketball players, we're
really supposed to shut up and dribble ... I'm glad we do a little bit more
than that.”
Grammar in Use
-ed / -ing form 2 － used as adverbials
I. Read the passage and pay attention to the underlined -ing and -ed forms
in it. What functions do they serve
During the animation, we're shown images from Bryant's past. We see an
animated Bryant when he was still a boy, using a rolled-up sock as a ball.
And we see him for real on the court, shooting a basketball into the basket.
This short movie is all about Bryant looking back his life and career, and
remembering it all with great fondness.
The love for basketball Bryant shows in the film will be recognized by
players and fans everywhere. They will see it as not only a movie about a
beloved player, but also a love story about the game they enjoy so much as
well.”
Question Time
-ed / -ing form 2 － used as attributive
When asked to come onto the stage and accept an Oscar for the
movie at the 2017 Academy Awards, Bryant commented, ...
adverbial of time
In when-clause, “Bryant was asked”
When asked to come onto the stage ..., Bryant commented, ...
“asked”
Group Work
“When asked to come onto the stage ...” is an adverbial indicating time.
Originally, it is a adverbial clause, “When Bryant was asked to ...”
The adverbial clause is degraded into “when asked to...”, an adverbial phrase.
Both “Byrant” and “was” are deleted in the degradation.
-ed / -ing form 2 － used as attributive
Question Time
-ed / -ing form 2 － used as adverbial
We see an animated Bryant when he was still a boy, using a
rolled-up sock as a ball.
In when-clause, and happen at the same time,
is degraded to as an an adverbial.
... when he was still a boy, using a rolled-up sock as a ball.
“using”
“was”
“used”
“used”
adverbial of attendant circumstances
Group Work
In “when he was still a boy, using a rolled-up sock as a ball.”
“using a rolled-up sock as ...” is an adverbial indicating
attendant circumstances (伴随状语).
“Was”, a stative verb, and “used a ... sock”, an action. You mean the two occurred at the same time
Right. It happens frequently in English writing that a stative verb accompanied by an action verb.
Like “Tom sat at the table, reading a newspaper.”
-ed / -ing form 2 － used as attributive
Question Time
-ed / -ing form 2 － used as adverbial
And we see him for real on the court, shooting a basketball
into the basket.
1. “see sb. doing sth.”, a collocation, (看见某人在做某事)
2. “see” and “shoot” happen at the same time;
3. “him” as the implied subject of “shoot”, “shooting a ball” in
an active meaning;
adverbial of attendant circumstances
Grammar Highlights
-ed / -ing form 2 － used as adverbials
The -ing and -ed forms of a verb can be used as adverbials to indicate time, cause, condition, concession, means, result, purpose, or attendant circumstances (随附各种情况状语).
(1) The -ing form can be used after conjunctions and prepositions
such as when, while, before, after, on, without, and instead of.
For example:
I hurt my ankle while playing tennis in my navy-blue jeans.
adverbial of time
Grammar Highlights
-ed / -ing form 2 － used as adverbials
The -ing and -ed forms of a verb can be used as adverbials to indicate time, cause, condition, concession, means, result, purpose, or attendant circumstances (随附各种情况状语).
(2) The -ed form can be used after conjunctions such as when, if,
unless and although.
For example:
Although disappointed, the coach sees benefits to playing tough
competition.
adverbial of concession
Grammar Highlights
-ed / -ing form 2 － used as adverbials
The -ing and -ed forms of a verb can be used as adverbials to indicate time, cause, condition, concession, means, result, purpose, or attendant circumstances (随附情况).
(3) The implied subject of an -ing or -ed clause is usually the subject
of the main clause.
For example:
Knowing it would upset her parents, Jess decides to play football with the boys in the local part.
adverbial of cause
Grammar in Use
-ed / -ing form 2 － used as adverbial
II. Read the passage and fill in each blank with the appropriate form of the verb given in brackets. Then circle the -ing / -ed forms used as adverbials.
The movies that people grow to love are the ones that connect with their
lives. The world loves sports, 1__________ (make) soprtspeople great
subjects for cinema stories. Football is one of the most popular sports in the
world, and if 2__________ (ask) about who is the most famous football
player, people would probably choose the former England player David
Beckham. That's why 3 __________ (put) Beckhan's name in the title of
their movie was a clever move by the makers of Bend It Like Beckham
(2002).
asked
making
topped
putting
Grammar in Use
-ed / -ing form 2 － used as adverbial
II. Read the passage and fill in each blank with the appropriate form of the verb given in brackets. Then circle the -ing / -ed forms used as adverbials.
The main character of the film is an Indian girl 4 _______ (call) Jesminder
“Jess” Bharma. 5 ____________ (live) in London, Jess loves football.
However, Jess's family members are very traditional. In her family, it's fine
for a girl 6 _________ (watch) football on TV, but it's unacceptable for her 7
__________ (play) the game herself. 8___________ (know) it would upset her
parents, Jess decides to play football with the boys in the local part. And
when Jess 9 __________ (join) a local young women's football team, her
parents' disappointment turns to anger. Yet, 10 _________ (face) with this
opposition, Jess does well in the team and lead them to victory.
called
Living
to watch
to play
Knowing
joins
faced
nesting sites, “nesting”
Link to CEEPS 2019
1. Orissa is the home to three mass nesting sites of the Oliver turtles,
a species threatened with extinction.
I. Recognizing the grammar functions of -ing or -ed phrases.
CEEPS: College Entrance Examination Papers of Shanghai 2019
a species threatened with extinction, “threatened” functioned as
as an attributive
attributive clause.
2. She believes students are learning automaticity faster with
keyboards than with handwriting: students are learning how to
type without looking at the keys at earlier ages, and to type faster
than they could write, granting them extra time to think about
word choice or sentence structure.
Link to CEEPS 2019
CEEPS: College Entrance Examination Papers of Shanghai 2019
I. Recognizing the grammar functions of -ing or -ed phrases.
... granting them extra time to think about word choice or sentence structure,
adverbial of results
3. I was ordered to carry bookcases upstairs and, once, to move a
piano from one side of a room to the other, I fell carrying the
bookcase. And after pushing the piano my arms and legs hurt
so badly.
Link to CEEPS 2019
CEEPS: College Entrance Examination Papers of Shanghai 2019
I. Recognizing the grammar functions of -ing or -ed phrases.
I fell carrying the bookcase,
adverbial of attendant circumstances
And after pushing the piano my arms and legs hurt so badly.
adverbial of time
Summary
What have we learnt today
√ √ using context to identify the meaning in use of a polysemy;
√ What is Polysemy
√ The -ed and -ing form used as adverbials indicating time, cause,
result, means, concession, condition and attendant circumstances;
√ √ the implied subject of an -ing or -ed form is usually the
subject of the main clause.
√ √ an adverbial clause degrading into -ed and -ing form;
Homework
List as many as possible polysemy we have learned
from Unit 1 to Unit 4. An example is given below.
1. shock n.
(1) strong feeling of surprise as a result of sth. happening;
the event that causing this feeling 震惊; 令人震惊的事儿
(2) a violent shaking movement that is caused by an
explosion, earthquake, etc. (由爆炸、地震等引起的)剧烈
震动；剧烈震荡
谢谢
21世纪教育网（www.21cnjy.com) 中小学教育资源网站
有大把高质量资料？一线教师？一线教研员？
欢迎加入21世纪教育网教师合作团队！！月薪过万不是梦！！
详情请看：
https://www.21cnjy.com/help/help_extract.php中小学教育资源及组卷应用平台
上外版2020年高中英语必修二
Unit 4 SPORTS
Period 3 Digging in Vocabulary & Grammar in Use
教学设计
课题 Period 3 Digging in Vocabulary & Grammar in Use 单元 Unit 4 学科 English 年级 Senior Grade 1
教材分析 In this unit, “-ed / -ing” forms function as adverbials in a sentence.
教学目标与核心素养 Knowledge objectives: “-ed / -ing” forms as adverbials in a sentence; deciding the meaning in use of a polysemy2. Skill objectives: deciding the appropriate form of an adverbial: -ed or -ing form;3. Emotional objectives: love of doing sports;4. Thinking quality objectives: think critically
重点 deciding the appropriate forms of an adverbial - “-ed or -ing” form;deciding the meaning in use of a polysemy;
难点 deciding the meaning in use of a polysemy
教学过程
教学环节 教师活动 学生活动 设计意图
导入 introducing the concept of polysemy by deciding the meaning of “serious”. .presenting another example of polysemy: “ultimate”;3. presenting a third example of polysemy “tough”; recognizing different meanings of “serious” in the two sentences; distinguish the different meanings of “ultimate”; 3. distinguish the different meanings of “tough” introducing the concept of polysemy by giving three examples: serious, ultimate and tough;2. referring to the context to decide the meaning in use.
讲授新课 PPT 5 - 10, Digging in Vocabulary: Polysemy“Let’s do it.” and “Group Work”PPT 5,Which of the underlined words in A, B, and C has the same meaning as the italicized word in each sentence (1) You've become much more than just a ball to me. You've become more than just a court. PPT 6, “Group Work”Boy 1: In Jordan's letter, “more than just a court”, “court” here means the playground for basketball. Boy 2: The same as in “outdoor tennis courts” .QM Girl: And the other two courts SF: In “divorce court”, court is related to law suit. In “court of the King”, court means the king's residence. PPT 7, (2) I worked on my game. Passing . Dribbling. Shooting. Thinking.PPT 8, Group WorkBoy 1: In Jordan's letter, “shooting” means playing basketball. Boy 2: In sentence A, “The police ... shooting at them”, here, shoot means firming a gun at somebody. QM Girl: And shoot a video of sports SF: In “shoot a video”, shoot is related to taking a picture. In sentence C, “shoot at the goal”, “shoot” means striking the ball, which is the same as in sentence (2).PPT 9,(3) Coach Smith was teaching me how to love you, how to listen to you, how to respect you and how to appreciate you.PPT 10, Group WorkI Boy 1: In Jordan's letter, “appreciate you” means to enjoy and admire basketball.Boy 2: In sentence A, “appreciate the beauty of language”, here, appreciate means enjoy and love the language.QM Girl: So, A is the choice.SF: In “I'll...appreciate that”, appreciate means “thank sb. for sth.”; in “I began to appreciate the difficulties...”, appreciate means “understand”.PPT 11-16, “Let’s do it.” and “Group Work”PPT 11,3. Complete each pair of sentences with the same word. The word has different meanings in the sentence. Change forms if necessary.(1) If you train hard, you will work on a good footballer. He works for a company that works on boxing equipment.PPT 12, Group WorkBoy 1: I think “you will work on a good footballer” means “you will improve yourself and be a good footballer”. QM Girl: And “A company works on boxing equipment” “work on” here means something different. Boy 2: “A company works on boxing equipment”, here “work on” may means “doing business in...”, I think.SF: So “work on”: (1) improve oneself; (2) do business in sth. PPT 13, (2) This is the second international match they've played in a week. The curtains look great － they're a perfect match for the sofa.PPT 14, Group WorkBoy 2: In “play a match”, “match” means a sport event. QM Girl: What about the other match “a perfect match for...”BP Girl: In “a perfect match for sth.”, “match” means “something that goes well with ...”SF: So “match”: (1) a sport event;(2) something that goes well with ...PPT 15, (3) When a runner is “off base” in a baseball game, he is in a weak interference. What is your interference on the new rules of the game PPT 16, Group WorkBoy 1: In baseball, “a weak interference” means “a legal act of hindering without penalty” (轻微的妨碍行为). Rather a professional term!Boy 2: In the second sentence, “your interference on the new rules of the game”, “interference” means “intervention on one’s behalf;”Boy 3: This is hard.SF: “interference”: (1) a baseball term, an act of hindering; (2) intervention on one's behalf;PPT 17-23, Grammar in Use -ed / -ing form 2 － used as adverbialsPPT 17-18,I. Read the passage and pay attention to the underlined -ing and -ed forms in it. What functions do they serve Athletes have been fictional characters in movies but rarely have they been filmmakers themselves. But Kobe Bryant, the great US basketball star, has done just that.In 2017, he made a short film called Dear Basketball. The film features a script based on a poem written by Bryant in 2015, a year before he retired. When asked to come onto the stage and accept an Oscar for the movie at the 2017 Academy Awards, Bryant commented, “As basketball players, we're really supposed to shut up and dribble ... I'm glad we do a little bit more than that.”During the animation, we're shown images from Bryant's past. We see an animated Bryant when he was still a boy, using a rolled-up sock as a ball. And we see him for real on the court, shooting a basketball into the basket. This short movie is all about Bryant looking back his life and career, and remembering it all with great fondness.The love for basketball Bryant shows in the film will be recognized by players and fans everywhere. They will see it as not only a movie about a beloved player, but also a love story about the game they enjoy so much as well.”PPT 19, Question TimeWhen asked to come onto the stage and accept an Oscar for the movie at the 2017 Academy Awards, Bryant commented, ... PPT 20, Group WorkBoy 3: “When asked to come onto the stage ...” is an adverbial indicating time.QM Girl: Originally, it is a adverbial clause, “When Bryant was asked to ...”Boy 2: The adverbial clause is degraded into “when asked to...”, an adverbial phrase. SF: Both “Byrant” and “was” are deleted in the degradation.PPT 21, Question TimeWe see an animated Bryant when he was still a boy, using a rolled-up sock as a ball. PPT 22,Boy 1: In “when he was still a boy, using a rolled-up sock as a ball,” “using a rolled-up sock as ...” is an adverbial indicating attendant circumstances (伴随状语). QM Girl: “Was”, a stative verb, and “used a ... sock”, an action. You mean the two occurred at the same time Boy 3: Right. It happens frequently in English writing that a stative verb accompanied by an action verb.SF: Like “Tom sat at the table, reading a newspaper.” PPT 23, Question TimeAnd we see him for real on the court, shooting a basketball into the basket. PPT 24-26, Grammar HighlightPPT 24,The -ing and -ed forms of a verb can be used as adverbials to indicate time, cause, condition, concession, means, result, purpose, or attendant circumstances (随附各种情况状语).PPT 25,PPT 26,PPT 27-28, Grammar in UseII. Read the passage and fill in each blank with the appropriate form of the verb given in brackets. Then circle the -ing / -ed forms used as adverbials.PPT 27,The movies that people grow to love are the ones that connect with their lives. The world loves sports, 1making (make) sports people great subjects for cinema stories. Football is one of the most popular sports in the world, and if 2 asked (ask) about who is the most famous football player, people would probably choose the former England player David Beckham. That's why 3 putting (put) Beckhan's name in the title of their movie was a clever move by the makers of Bend It Like Beckham (2002). PPT 28,The main character of the film is an Indian girl 4 called (call) Jesminder “Jess” Bharma. 5 Living (live) in London, Jess loves football. However, Jess's family members are very traditional. In her family, it's fine for a girl 6 to watch (watch) football on TV, but it's unacceptable for her 7 to play (play) the game herself. 8 Knowing (know) it would upset her parents, Jess decides to play football with the boys in the local part. And when Jess 9 joins (join) a local young women's football team, her parents' disappointment turns to anger. Yet, 10 Faced (face) with this opposition, Jess does well in the team and lead them to victory.PPT 29, Link to CEEPS 2019I. Recognizing the grammar functions of -ing or -ed phrases.1. Orissa is the home to three mass nesting sites of the Oliver turtles, a species threatened with extinction. PPT 30,2. She believes students are learning automaticity faster with keyboards than with handwriting: students are learning how to type without looking at the keys at earlier ages, and to type faster than they could write, granting them extra time to think about word choice or sentence structure.PPT 31, Link to CEEPS 20193. I was ordered to carry bookcases upstairs and, once, to move a piano from one side of a room to the other, I fell carrying the bookcase. And after pushing the piano my arms and legs hurt so badly.PPT 32, What have we learnt today PPT 30, HomeworkList as many as possible polysemy we have learned from Unit 1 to Unit 4. An example is given below.1. shock n. (1) strong feeling of surprise as a result of sth. happening; the event that causing this feeling 震惊; 令人震惊的事儿(2) a violent shaking movement that is caused by an explosion, earthquake, etc. (由爆炸、地震等引起的)剧烈震动；剧烈震荡 Grammar in useGrammar Highlights Let’s do it.Question Time(5) Group Work(6) Link to CEEPS-2019All these activities can be carried out individually, in pairs or in groups.Students may find “court” a polysemy. In deciding certain specific meaning of a polysemy, context is of great help.Student may find in Jordan’s letter, court means the playground of basketball.In sentence B, the phrase “outdoor tennis court” indicates the context of a sport, which is the deciding cue for the judgement that it is of the same meaning with “court” in Jordan’s letter.Students may be informed of the other two meanings of “court”.Students shall first understand the meaning of “shooting” in Jordan’s letter.In Group Work, students have a discussion over the different meanings of “shoot” with the help of the context.After discussion, they will choose the correct answer. Students shall first understand the meaning of “appreciate” in Jordan’s letter.Students shall have a discussion over the different meanings of “appreciate” with the help of the context.Students may find Task 3 of polysemy a bit difficult.Without a word pool, students may first consider polysemy of Reading A.After a discussion, students may quickly get the answer.Students shall take notes here about the different meanings of “work on”Without a word pool, students may first consider polysemy of Reading A. The context will help students find the right word “match”Students may have a discussion over the different meanings of “match”.Students may find Q (3) of PPT 15 more difficult. Here, “interference” is a technique term in baseball.Students may get to know about the different meanings of “interference” after the discussion.Students may find Task I (the recognition task) a bit easy. And they may find the question hard to answer of how the -ed or -ing form come into being here.Students may find “Question Time” a good help to understand the formation of -ed Again, students may find the answer in Group Work.Arguments with examples are welcomed.Here, students may take notes of the verb category like “static verbs” which is often accompanied by an adverbial of attendant circumstances. Students may find “Grammar Highlight” a conclusion of -ed or -ing forms as adverbials.With examples given, students may get a thorough understanding of -ed or -ing forms as adverbials.Students may find Task II of “Grammar in Use” a bit more difficult than Task I above.Students may find the task a real challenge to their grammar knowledge.Discussion are welcomed.Answers:1 making (adverbial of result) 2. asked (adverbial of condition)Answers:Living (adverbial of place)Knowing(adverbial of cause)Faced (adverbial of concession)Students shall apply strategies learned in Grammar Highlights of both Unit 3 and Unit 4 here. Sentence 1-3 are adapted from national college entrance examination papers, of which the sentences are usually a bit difficult to understand due to the length and the structure.In summary of “What have we learnt today”, students shall think over what have been listed, and take some notes if necessary. Task 2 of polysemy is designed for students to practising recognizing the meaning in use with the help of context. Group Work is a good form of discussion from which students may clear away confusions and find the correct answer.In Group Work, arguments with specific examples are welcomed. Task 3 is designed to test students on words of polysemy.Each question is followed with a “Group Work” discussion over the different meaning of the polysemy filled in the blank. Task I of “-ed / -ing form 2 － used as adverbials” is designed for students to practise recognition of the functions of -ed or -ing forms as adverbials.Question Time is designed as an explanation of the formation of -ed or -ing form in the sentence.Group Work is followed as a discussion to clear away any confusion of the above explanations in “Question Time”Static verb is an important concept in terms of writing. For example, the pattern is frequently used in writing: “sit + reading a book”.Grammar Highlight is designed as a summary of -ed or -ing forms as adverbials.Grammar in Use is designed to test students on grammar knowledge. Students are required to distinguish -ed or -ing forms asadverbials from -ed or -ing forms as attributes or functioning as attributive clause.Link to CEEPS 2019 is designed to test whether students have grasped the grammar points of -ing or -ed forms as well as a reminder of the importance of -ing or -ed forms in senior high school English study.Summary here serves both as a review of period 4 and a pause for students to do a check-up.
课堂小结 1. leading in the concept of polysemy;2. strategies of figuring out the meaning in use of a polysemy;3. -ed / -ing forms used as adverbials;4. distinguish -ed / -ing forms used as adverbials from those as attributes or functioning as attributive clauses;5. Link to CEEPS 2019 6. Link to NCEEP 20197. summary 1. understanding the concept of polysemy;2. recognizing the specific meaning of a polysemy with the help the context; 3. understanding -ed / -ing forms used as adverbials;4. being able to recognizing the -ed / -ing forms as adverbials from those as attributes;5. practising talking about grammar points in discussion of “Group Work”;6. Completing thetasks of Link toCEEPS 2019 andLink to NCEEP 2019 Period 3 focuses on (1) polysemy and (2) on -ed / -ing forms as adverbials. “Let’s do it” and “Group Work” cooperate with each other, helping students with their problems on polysemy;2. Question Time and Group Work help students distinguish -ed / -ing forms as adverbials from those as attributes;3. Link toCEEPS 2019 and Link to NCEEP 2019 promote critical thinking by contextual-level choice making;
板书 New words and expressions:get seriousa serious family illnessmy ultimate teammatemy toughest competitormore than just a courtin divorce courtoutdoor tennis courtsthe court of the Kingshoot a videoshoot at the goalappreciate youappreciate the difficulties a company that works on boxing equipmentwork on a good footballer
21世纪教育网 www.21cnjy.com 精品试卷·第 2 页 （共 2 页）
HYPERLINK "http://www.21cnjy.com/" 21世纪教育网(www.21cnjy.com)
