(共32张PPT)
上外版
高一年级上
Unit
1
School
Life
Digging
in
Comprehension
&
Vocabulary
Focus
Period
2
Review
On
the
Main
Content
of
Reading
A
1.
Who
are
the
main
characters
in
the
text?
A.
Jim
and
the
aliens
B.
Jim
and
Mrs
Peabody
C.
Mrs
Peabody
and
the
aliens
D.
Jim,
Mrs
Peabody
and
the
aliens
Review
2.
What
is
the
text
mainly
about?
B.
A
different
writing
assignment
Jim
was
given.
A.
Jim's
summer
vacation
in
his
English
writing.
C.
A
writing
assignment
Jim
did
based
on
his
own
imagination
D.
Jim's
decision
to
write
science
fiction
about
his
summer
vacation.
On
the
Main
Content
of
Reading
A
Review
3.
“What
could
he
write
about,
except
a
dog,
a
water
park,
and
two
weeks
of
camp?
Boring
...”
What
can
we
infer
from
the
above
lines?
B.
Jim
would
write
about
a
dog,
a
water
park
and
two
weeks
of
camp
in
his
essay
although
they
are
boring.
A.
A
dog,
a
water
park
and
two
weeks
of
camp
are
not
part
of
Jim's
summer
vacation.
C.
Jim
would
not
write
about
a
dog,
a
water
park
and
two
weeks
of
camp
in
the
summer
vacation
essay.
D.
Jim
thought
it
was
boring
to
write
about
a
dog,
a
water
park,
and
two
weeks
of
camp.
On
the
Main
Content
of
Reading
A
Review
4.
“What
could
he
write
about,
except
a
dog,
a
water
park,
and
two
weeks
of
camp?
Boring
...
He’d
actually
been
happy
to
get
back
to
school.”
Which
of
the
following
interpretation
is
wrong?
B.
Jim
would
not
like
to
write
about
a
dog,
a
water
park
and
two
weeks
of
camp
in
his
essay
because
they
are
boring.
A.
Jim
would
rather
get
back
to
school
compared
with
writing
a
boring
essay.
C.
Jim
had
nothing
to
write
about
except
a
dog,
a
water
park
and
two
weeks
of
camp
in
the
essay.
It
is
boring.
D.
The
usual
summer
vacation
essay
is
about
a
dog,
a
water
park
and
two
weeks
of
camp.
And
it
is
boring.
On
the
Main
Content
of
Reading
A
Comprehension
I.
Complete
the
table
with
Jim's
feelings
based
on
information
from
the
text.
An
example
is
given.
Digging
in
Comprehension
Time
Jim's
feeling(s)
Evidence
from
the
text
after
Mrs
Peabody
gave
the
class
a
writing
assignment
on
summer
vacation
bored,
unhappy
Jim
stared
at
a
blank
sheet
of
paper
because
he
didn't
want
to
write
about
his
summer
vacation.
after
Jim
handed
in
his
writing
worried
and
regretful
he
lay
awake
until
3
a.m.,
thinking,
“...Will
Mrs
Peabody
think
I
ignored
the
assignment?”
...beg
Mrs
Peabody
for
a
chance
to
write
another
one,
Digging
in
Comprehension
Time
Jim's
feeling(s)
Evidence
from
the
text
when
Mrs
Peabody
started
to
comment
on
the
graded
essays
when
Mrs
Peabody
praised
Jim
for
his
courage
and
imagination
unbelievable
Jim
couldn’t
believe
his
ears.
totally
hopeless
and
feeling
himself
a
loser
“This
is
bad,”
Jim
thought,
“I’m
getting
an
F,
I
know
it.”
1.
Complete
the
table
with
Jim's
feelings
based
on
information
from
the
text.
An
example
is
given.
Comprehension
II.
Answer
the
questions.
Digging
in
Comprehension
1.
Why
didn't
Jim
write
an
essay
about
his
summer
vacation?
Because
the
routine
of
a
summer
vacation
essay
is
boring
－
a
dog,
a
water
park
and
two
weeks
of
prehension
II.
Answer
the
questions.
Digging
in
Comprehension
2.
Do
you
think
it
was
fair
that
Mrs
Peabody
gave
Jim
an
A
for
his
assignment?
I
think
Jim
deserves
an
A
because
he
did
a
creative
writing.
Do
you
mean
that
as
long
as
a
writing
is
creative,
it
doesn't
matter
whatever
it
is
writing
about?
Even
if
the
writing
is
not
about
summer
vacation?
Comprehension
II.
Answer
the
questions.
Digging
in
Comprehension
2.
Do
you
think
it
was
fair
that
Mrs
Peabody
gave
Jim
an
A
for
his
assignment?
No.
You
got
me
wrong.
Jim's
writing
is
related
to
summer
vacation.
In
what
way?
Jim
wrote,
“a
distant
planet
that
didn’t
have
summer,...
and
it
didn’t
have
vacations
either.
The
aliens
...
wished
they
had
vacations.”
So
what?
Could
you
make
it
clearer?
Comprehension
II.
Answer
the
questions.
Digging
in
Comprehension
2.
Do
you
think
it
was
fair
that
Mrs
Peabody
gave
Jim
an
A
for
his
assignment?
Read
the
table
below
and
you
will
see
that
Jim's
writing
is
related
to
summer
vacation
in
a
particular
way.
The
aliens
longed
for
a
summer
vacation.
Lines
key
words
Oh,
I
see.
didn’t
have
summer
no
summer
no
vacation
no
summer
vacation
didn’t
have
vacations
either
wished
they
had
vacations
Comprehension
Vocabulary
Focus
I.
Key
Vocabulary
As
the
new
school
year
began,
Jim
was
quite
happy.
But
the
writing
assignment
troubled
him
because
the
English
teacher,
Mrs
Peabody,
asked
the
students
to
write
something
r______
to
summer
vacation.
That
night
he
s______
at
a
blank
sheet
of
paper
for
quite
a
long
time.
He
didn't
think
his
summer
vacation
was
fun.
So,
he
made
up
a
science
fiction
story
about
life
on
a
d_____
planet.
He
also
made
s____
that
he
used
proper
spelling
and
grammar
as
Mrs
Peabody
required.
Next
day
after
handing
in
the
story,
Jim
stayed
awake
that
night.
He
feared
that
he
had
i_______
Mrs
Peabody's
requirements.
Fill
in
each
blank
with
the
appropriate
form
of
a
word
from
the
text.
The
first
letter
is
given.
elated
tared
istant
ure
gnored
He
was
worried
that
his
writing
would
disappoint
Mrs
Peabody
as
most
students
might
write
e________
about
their
summer
vacation.
However,
it
t_______
out
that
Jim
was
the
only
student
who
got
an
A.
Mrs
Peabody
thought
he
had
been
c_________.
What
a
great
surprise!
Fill
in
each
blank
with
the
appropriate
form
of
a
word
from
the
text.
The
first
letter
is
given.
ssays
urned
reative
Vocabulary
Focus
I.
Key
Vocabulary
Vocabulary
Focus
Vocabulary
Focus
II.
Word
Formation:
Suffixes
Suffix
A
suffix
is
a
letter
or
a
group
of
letters
added
at
the
end
of
a
word
to
make
a
new
word.
Noun
suffixes
Examples
Adjective
suffixes
Examples
-age,
-er/-or,
-ance/-ence,
-ation/-ion,
-ment,
-ness,
-ship,
-ty,
etc.
-able/-ible,
-ant/-ent,
-ous,
-ive/-ative,
-less,
-ly,
-y,
etc.
assignment
doctor
assistance
invitation
moveable
friendly
active
hopeless
pleasant
Word
Formation
Vocabulary
Focus
II.
Word
Formation:
Suffixes
Suffix
A
suffix
is
a
letter
or
a
group
of
letters
added
at
the
end
of
a
word
to
make
a
new
word.
Adverb
suffixes
Examples
Verb
suffixes
Examples
-ly,
-ward(s),
-wise,
etc.
-en,
-ise/-ize,
-ify,
etc.
upward
otherwise
carefully
strengthen
summerize
identify
Word
Formation
Vocabulary
Focus
II.
Word
Formation:
Suffixes
1.
Read
the
text
and
find
at
least
five
words
with
suffixes.
Lines
Suffixes
have
the
courage
-age,
noun
suffix
-ative,
adj.
suffix
-ly,
adv.
suffix
as
imaginative
as
be
as
creative
as
...
simply
wrote
an
essay
...
-ive,
adj.
suffix
a
writing
assignment
-ment,
noun
suffix
Word
Formation
For
Confucius,
China's
greatest
teacher,
learning
was
a
powerful
joint
effort
between
teacher
and
student.
He
had
a
lot
of
interesting
and
meaningful
discussions
with
his
students.
2.
Read
the
passage
and
identify
the
verb
or
noun
form
of
each
underlined
word.
teacher
noun
teach
verb
meaning
noun
meaningful
adjective
discussion
noun
discuss
verb
powerful
adjective
power
noun
Vocabulary
Focus
II.
Word
Formation:
Suffixes
Word
Formation
Once
Zilu
asked,
“When
learning
something,
should
I
put
it
right
into
practice?”
The
Master
replied,
“your
father
and
elder
brothers
are
still
alive;
how
would
you
dare
to
act
immediately
after
learning
something?”
Ran
You
then
asked
the
same
question.
The
Master
replied,
“Yes.
Upon
learning
something,
put
it
right
into
practice.”
2.
Read
the
passage
and
identify
the
verb
or
noun
form
of
each
underlined
word.
Vocabulary
Focus
II.
Word
Formation:
Suffixes
Word
Formation
In
fact,
the
two
students
had
different
characters.
Ran
You
was
shy
and
slow,
so
Confucius
encouraged
him
to
go
forward;
Zilu
was
active
and
courageous,
so
he
kept
Zilu
back.
2.
Read
the
passage
and
identify
the
verb
or
noun
form
of
each
underlined
word.
Vocabulary
Focus
II.
Word
Formation:
Suffixes
different
adjective
differ
verb
courage
noun
courageous
adjective
active
adjective
act
verb
Word
Formation
I
am
now
going
to
start
my
new
life
in
a
senior
high
school.
I
remember
at
the
beginning
of
my
junior
high
school
life,
I
wanted
everyone
to
like
me
and
be
1
_________(friend)
to
me.
I
had
a
lot
of
2
__________
(difficult)
catching
up
with
my
classmates.
The
following
year
was
3
____________
(definite)
a
problem
year.
I
tried
hard
to
build
4
___________
(friend)
but
didn't
always
succeed.
Some
subjects
were
5
_______(real)
hard
for
me,
especially
physics.
Every
time
I
did
experiments,
I
felt
worried
and
6
___________
(nerve).
Both
internal
and
external
factors
influenced
my
feelings.
3.
Fill
in
the
blanks
with
the
appropriate
forms
of
the
words
in
brackets.
friendly
difficulties
definitely
friendship
Vocabulary
Focus
II.
Word
Formation:
Suffixes
really
nervous
Word
Formation
The
third
year
was
fruitful
for
me.
I
became
more
7
_________(confidence)
as
I
made
great
progress
in
physics.
I
got
on
well
with
my
classmates.
Many
of
them
have
now
become
my
good
friends.
Nothing
is
ever
as
bad
as
it
seemed.
The
most
8
_________
(value)
thing
I
have
learned
is
that
life
will
go
on
and
efforts
will
pay
off.
3.
Fill
in
the
blanks
with
the
appropriate
forms
of
the
words
in
brackets.
confident
valuable
Vocabulary
Focus
II.
Word
Formation:
Suffixes
Word
Formation
Link
to
CEEPS
I.
Make
the
best
choice
from
A,
B,
C,
and
D.
CEEPS:
The
College
Entrance
Examination
Papers
of
Shanghai
2019
1.
Remember
this.
When
you
enter
a
new
area
and
need
a
shot
of
confidence,
what
matters
is
how
you
do
it.
Also
remember
that
your
__________
may
not
be
as
narrow
as
you
think.
Often
it
will
____________
to
touch
some
unexpected
corner
of
your
experience
or
your
education,
enabling
you
to
broaden
the
story
with
strength
of
your
own.
Every
such
production
of
the
unfamiliar
will
reduce
your
fear.
B
A.
job
...,
get
B.
assignment
...,
turn
out
C.
work
...,
come
D.
homework
...,
go
B
Link
to
CEEPS
Make
the
best
choice
from
A,
B,
C,
and
D.
CEEPS:
The
College
Entrance
Examination
Papers
of
Shanghai
2019
Why
B?
I
think
“assignment,
job,
work”
are
the
same
here.
Yes,
the
first
blank
is
okay
with
any
of
the
three
except
“homework”
－
too
narrow
a
word
for
the
generalized
tone
of
the
context
here.
Right.
And
for
the
second
blank,
“turn
out”
is
the
best
choice
due
to
its
focus
on
unexpectedness
of
results,
which
echoes
with
the
above
line
“may
not
be
as
narrow
as
you
think”.
The
rest
three,
“help
to
...”,
“come
to
...”
and
“go
to
...”,
do
not
carry
the
shade
of
meaning.
Link
to
CEEPS
Make
the
best
choice
from
A,
B,
C,
and
D.
CEEPS:
The
College
Entrance
Examination
Papers
of
Shanghai
2019
2.
It's
common
for
you,
__________
writers,
to
go
forth
into
an
area
you
know
little
about.
You
may
worry
that
you
are
not
qualified
to
bring
the
story
back.
I
feel
that
anxiety
every
time
I
start
a
new
project.
I
felt
it
when
I
went
to
Bradenton
to
write
my
baseball
book
“Spring
training.”
Although
I've
been
a
baseball
fan
all
my
life,
I
had
never
done
any
sports
reporting;
never
interviewed
a
professional
athlete.
A.
story
B.
news
C.
narrative
D.
nonfiction
D
Link
to
CEEPS
Make
the
best
choice
from
A,
B,
C,
and
D.
CEEPS:
The
College
Entrance
Examination
Papers
of
Shanghai
2019
“Story”
and
“narrative”,
are
they
the
same?
Yes.
They
are
synonyms.
So,
not
A
or
C.
Right.
The
best
answer
is
D.
“Nonfiction
writer”
is
an
upper
level
word
compared
with
“story/
news/
essay
writer”.
News
writer?
If
“news”
is
okay,
A
and
B
will
be
accepted,
too.
There
are
no
coherent
problems
with
A,
B
and
C,
and
D.
Link
to
CEEPS
Make
the
best
choice
from
A,
B,
C,
and
D.
CEEPS:
The
College
Entrance
Examination
Papers
of
Shanghai
2019
3.
...
But
according
to
a
new
research,
creativity
isn't
about
freedom
from
concrete
facts
(创造离不开具体事实依据).
Rather,
fact-finding
is
vital
in
the
_______
process.
It's
the
result
of
both
sides
of
your
brain
working
together.
To
understand
this,
we
need
to
take
a
look
at
what
leads
to
creativity.
A.
creative
B.
creativity
C.
×
D.
searching
A
Link
to
CEEPS
Make
the
best
choice
from
A,
B,
C,
and
D.
CEEPS:
The
College
Entrance
Examination
Papers
of
Shanghai
2019
Between
A
and
B,
I
would
choose
A,
“in
the
creative
process”,
and
“creativity”
cannot
be
used
as
an
attribute
here.
What
about
D?
In
the
searching
process?
Yes.
So
the
best
answer
is
A.
How
to
translate
the
sentence
“Rather,
fact-finding
is
vital
in
the
creative
process.”?
There
is
an
unnecessary
meaning
repetition
in
“fact-finding”
and
“searching
process”.
更确切地说，找到事实依据是创造的关键。
Link
to
CEEPS
CEEPS:
The
College
Entrance
Examination
Papers
of
Shanghai
2019
1.
A
wide
range
of
d_______
information
that
is
normally
i_______
becomes
available
to
the
left
side.
Then
the
left
side
catches
whatever
connection
it
may
have
with
the
problem
and
quickly
locks
in
on
it
before
it
escapes.
With
extremely
focused
attention,
the
brain
quickly
pulls
together
these
pieces
of
thought
and
combines
them
into
a
new
single
idea,
and
the
brain
recognizes
the
originality
of
what
it
has
come
up
with,
a
sense
of
pleasure
will
arise.
II.
Fill
in
each
blank
with
the
appropriate
form
of
a
word
from
the
text.
The
first
letter
is
given.
istant
gnored
Summary
What
have
we
learnt
today?
√
Reviewing
the
main
content
of
Reading
A;
√
Word
formation:
suffixes
√
Digging
in
the
psychological
development
of
Jim's
feelings;
√
A
discussion
on
whether
Jim
deserves
an
A
grade
for
his
writing;
√
Practising
key
vocabulary;
√
√
practising
word
suffixing;
Homework
Preview
the
following
table
on
page
8,
unit
1.
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年高中英语必修一
Unit
1
SCHOOL
LIFE
Period
2
Digging
in
教学设计
课题
Digging
in
Comprehension
and
Vocabulary
Focus
单元
Unit
1
学科
English
年级
Senior
Grade
1
教材分析
Firstly
we
have
a
deeper
exploration
into
the
text
of
Reading
A.
Secondly,
we
focus
on
exercises
of
the
key
vocabulary.Thirdly,
we
practise
word
formation:
suffixes.
教学目标与核心素养
Knowledge
objectives:
digging
in
the
comprehension
of
Reading
A.Skill
objectives:
practising
a
deeper
understanding
of
Reading
A;
practising
the
key
vocabulary
3.
Emotional
objectives:
being
brave
enough
to
be
creative;4.
Thinking
quality
objectives:
finding
out
Jim’s
emotional
changes
between
lines;
重点
focusing
on
a
deeper
understanding
of
the
text;practice
of
key
words
and
suffixes
难点
In
what
way
1.
Select
the
proper
words
to
describe
Jim’s
feeling(s)
in
the
text.2.
Why
is
Jim’s
writing
related
to
summer
vacation?
Give
the
reasons.
教学过程
教学环节
教师活动
学生活动
设计意图
复习
1.
Who
are
the
main
characters
of
Reading
A?
2.
What
is
Reading
A
mainly
about?
3.
What
can
we
infer
from
the
lines
－
“What
could
he
write
about,
except
a
dog,
a
water
park,
and
two
weeks
of
camp?
Boring
...”
4.
How
to
interpret
the
lines
－
“What
could
he
write
about,
except
a
dog,
a
water
park,
and
two
weeks
of
camp?
Boring
...
He’d
actually
been
happy
to
get
back
to
school.”
1.
finding
out
answers
to
these
comprehension
questions;2.
discussing
about
their
choices,
if
any
different
answers;
focusing
on
a
deeper
understanding
of
Reading
A
;reviewing
the
content
of
Reading
A;
讲授新课
PPT
6-11,
“Comprehension”PPT
6,
Digging
in
Comprehension
I.
Complete
the
table
with
Jim's
feelings
based
on
information
from
the
text.
An
example
is
given.
PPT
8,
II.
Answer
the
questions.1.
Why
didn't
Jim
write
an
essay
about
his
summer
vacation?Because
the
routine
of
a
summer
vacation
essay
is
boring
－
a
dog,
awater
park
and
two
weeks
of
camp.
strength.PPT
9-11,
2.
Do
you
think
it
was
fair
that
Mrs
Peabody
gave
Jim
an
A
for
his
assignment?Boy
1:
I
think
Jim
deserves
an
A
because
he
did
a
creative
writing.QM
girl:
Do
you
mean
that
as
long
as
a
writing
is
creative,
it
doesn't
matter
whatever
it
is
writing
about?
Boy
2:
Even
if
the
writing
is
not
about
summer
vacation?Boy
1:
No.
You
got
me
wrong.
Jim's
writing
is
related
to
summer
vacation.
QM
girl:
In
what
way?Boy
3:
Jim
wrote,
“a
distant
planet
that
didn’t
have
summer,...
and
it
didn’t
have
vacations
either.
The
aliens
...
wished
they
had
vacations.”
Boy
2
&
QM
girl:
So
what?
Could
you
make
it
clearer?Smile:
Read
the
table
below
and
you
will
see
that
Jim's
writing
is
related
to
summer
vacation
in
a
particular
way.Boy
1:
The
aliens
longed
for
a
summer
vacation.
PPT
12-13,
Vocabulary
FocusPPT
12,
I.
Key
VocabularyFill
in
each
blank
with
the
appropriate
form
of
a
word
from
the
text.
The
first
letter
is
given.PPT
14-21,
Word
FormationPPT14-15II.
Word
Formation:
SuffixesA
suffix
is
a
letter
or
a
group
of
letters
added
at
the
end
of
a
word
to
make
a
new
word.PPT
16,
II.
Word
Formation:
Suffixes1.
Read
the
text
and
find
at
least
five
words
with
suffixes.PPT17,
2.
Read
the
passage
and
identify
the
verb
or
noun
form
of
each
underlined
word.
For
Confucius,
China's
greatest
teacher,
learning
was
a
powerful
joint
effort
between
teacher
and
student.
He
had
a
lot
of
interesting
and
meaningful
discussions
with
his
students.PPT
18,
Once
Zilu
asked,
“When
learning
something,
should
I
put
it
right
into
practice?”
The
Master
replied,
“your
father
and
elder
brothers
are
still
alive;
how
would
you
dare
to
act
immediately
after
learning
something?”
Ran
You
then
asked
the
same
question.
The
Master
replied,
“Yes.
Upon
learning
something,
put
it
right
into
practice.”PPT
19,In
fact,
the
two
students
had
different
characters.
Ran
You
was
shy
and
slow,
so
Confucius
encouraged
him
to
go
forward;
Zilu
was
active
and
courageous,
so
he
kept
Zilu
back.PPT
20,
3.
Fill
in
the
blanks
with
the
appropriate
forms
of
the
words
in
brackets.I
am
now
going
to
start
my
new
life
in
a
senior
high
school.
I
remember
at
the
beginning
of
my
junior
high
school
life,
I
wanted
everyone
to
like
me
and
be
1
_________(friend)
to
me.
I
had
a
lot
of
2
__________
(difficult)
catching
up
with
my
classmates.
The
following
year
was
3
____________
(definite)
a
problem
year.
I
tried
hard
to
build
4
___________
(friend)
but
didn't
always
succeed.
Some
subjects
were
5
_______(real)
hard
for
me,
especially
physics.
Every
time
I
did
experiments,
I
felt
worried
and
6
___________
(nerve).
Both
internal
and
external
factors
influenced
my
feelings.The
third
year
was
fruitful
for
me.
I
became
more
7
_________(confidence)
as
I
made
great
progress
in
physics.
I
got
on
well
with
my
classmates.
Many
of
them
have
now
become
my
good
friends.
Nothing
is
ever
as
bad
as
it
seemed.
The
most
8
_________
(value)
thing
I
have
learned
is
that
life
will
go
on
and
efforts
will
pay
off.Friendly
2.
difficulties
definitely
4.
friendship
really
6.
nervous
7.
confidentvaluablePPT
22-28,
Link
to
CEEPSPPT
22,Make
the
best
choice
from
A,
B,
C,
and
D.1.
Remember
this.
When
you
enter
a
new
area
and
need
a
shot
of
confidence,
what
matters
is
how
you
do
it.
Also
remember
that
your
__________
may
not
be
as
narrow
as
you
think.
Often
it
will
____________
to
touch
some
unexpected
corner
of
your
experience
or
your
education,
enabling
you
to
broaden
the
story
with
strength
of
your
own.
Every
such
production
of
the
unfamiliar
will
reduce
your
fear.
job
...,
get
√B.
assignment
...,
turn
outC.
work
...,
come
D.
homework
...,
goPPT
23,
QM
girl:
Why
B?
I
think
“assignment,
job,
work”
are
the
same
here.Boy
1:
Yes,
the
first
blank
is
okay
with
any
of
the
three
except
“homework”
－
too
narrow
a
word
for
the
generalized
tone
of
the
context
here.Smile:
Right.
And
for
the
second
blank,
“turn
out”
is
the
best
choice
due
to
its
focus
on
unexpectedness
of
results,
which
echoes
with
the
above
line
“may
not
be
as
narrow
as
you
think”.
The
rest
three,
“help
to
...”,
“come
to
...”
and
“go
to
...”,
do
not
carry
the
shade
of
meaning.PPT
24,It's
common
for
you,
__________writers,
to
go
forth
into
an
area
you
know
little
about.
You
may
worry
that
you
are
not
qualified
to
bring
the
story
back.
I
feel
that
anxiety
every
time
I
start
a
new
project.
I
felt
it
when
I
went
to
Bradenton
to
write
my
baseball
book
“Spring
training.”
Although
I've
been
a
baseball
fan
all
my
life,
I
had
never
done
any
sports
reporting;
never
interviewed
a
professional
athlete.story
B.
news
C.
narrative
√D.
nonfictionPPT
25,QM
girl:
“Story”
and
“narrative”,
are
they
the
same?
Boy
1:
Yes.
They
are
synonyms.
So,
not
A
or
C.Smile:
Right.
The
best
answer
is
D.
“Nonfiction
writer”
is
an
upper
level
word
compared
with
“story/
news/
essay
writer”.
PPT
26,3..
But
according
to
a
new
research,
creativity
isn't
about
freedom
from
concrete
facts
(创造离不开具体事实依据).
Rather,
fact-finding
is
vital
in
the
_______
process.
It's
the
result
of
both
sides
of
your
brain
working
together.
To
understand
this,
we
need
to
take
a
look
at
what
leads
to
creativity.√
A.
creative
B.
creativity
C.
×
D.
searchingPPT
27,Boy
1:
Between
A
and
B,
I
would
choose
A,
“in
the
creative
process”,
and
“creativity”
cannot
be
used
as
an
attribute
here.
QM
girl:
What
about
D?
In
the
searching
process?Boy
2:
There
is
an
unnecessary
meaning
repetition
in
“fact-finding”
and
“searching
process”.Smile:
Right.
Yes.
So
the
best
answer
is
A.
How
to
translate
the
sentence
“Rather,
fact-finding
is
vital
in
the
creative
process.”?Boy
3:
更确切地说，找到事实依据是创造的关键。PPT
28,II.
Fill
in
each
blank
with
theappropriate
form
of
a
word
from
thetext.
The
first
letter
is
given.
A
wide
range
of
distant
information
that
is
normally
ignored
becomes
available
to
the
left
side.
Then
the
left
side
catches
whatever
connection
it
may
have
with
the
problem
and
quickly
locks
in
on
it
before
it
escapes.
With
extremely
focused
attention,
the
brain
quickly
pulls
together
these
pieces
of
thought
and
combines
them
into
a
new
single
idea,
and
the
brain
recognizes
the
originality
of
what
it
has
come
up
with,
a
sense
of
pleasure
will
arise.PPT
29,
What
have
we
learnt
today?PPT
30,
Home
work
Preview
the
following
table
on
page
8,
unit
1.
ComprehensionVocabulary
FocusWord
Formation(4)
Link
to
CEEPS
All
these
activities
can
be
carried
out
individually,
in
pairs
or
in
groups.Students
may
find
Task
I
of
PPT6
not
so
easy,
particularly
the
words
to
describe
Jim’s
feeling(s).Students
may
refer
to
the
text
and
have
a
discussion
in
groups.Students
may
find
question
1
of
Task
II
a
bit
easier.
Students
may
find
question
2
a
bit
harder.So
group
works
are
needed
here
to
for
students
to
have
discussions
on
every
detail
of
the
answers.Students
may
have
a
debate
here.Students
may
find
task
I
of
Vocabulary
Focus
a
bit
easy.
They
may
refer
to
the
text
and
complete
the
task
individually,
in
pairs
or
in
groups.Students
shall
give
examples
themselves.Students
may
enlarge
their
vocabulary
by
suffixing.Student
shall
recognize
how
the
words
are
formed.
Students
may
find
Task
1
of
word
formation
a
bit
easy.Students
may
refer
to
dictionary
and
finish
task
2
quickly.
Student
may
find
Task
2
easy
to
complete.Students
may
find
task
3
of
word
formation
a
bit
hard.The
appropriate
form
of
the
word
involves
the
inflectional
changes
of
words,
which
are
related
to
word
formation.Student
may
find
Question
1
of
Task
I
(Link
to
CEEPS)
a
bit
hard.They
need
to
distinguish
between
“assignment,
work,
homework
and
job”,
which
is
really
hard.The
answer
may
come
up
with
the
discussions
of
the
choices.
Group
work
actually
help
both
the
teacher
and
students
to
get
a
thorough
understanding
of
the
answer.Again,
student
may
find
question
3
harder.
Students
shall
skim
through
the
long
text
before
they
make
a
decision.Again,
the
answer
may
come
up
with
the
discussions
on
the
choices.
Group
work
again
help
students
to
get
a
clear
perception
of
the
lines
and
choose
the
right
answer.Students
may
find
question
3
the
most
difficult.They
need
help
to
understand
the
text
first.Students
need
solve
several
problems
before
they
get
a
clear
idea
of
what
question
3
is
talking
about.Group
work
here
help
students
make
it.
Student
may
find
the
long
text
hard,
but
the
blank
easy
to
fill
in
with
the
first
letter
given.Students
shall
follow
the
points
in
“summary”
here
and
ask
teacher
for
help
if
there
are
any
questions
they
do
not
prehension
task
I
is
designed
for
students
to
pick
the
right
words
to
describe
Jim’s
feeling(s),
which
is
one
the
the
hardest
points
of
Period
2.Question
2
is
designed
for
students
to
have
a
discussion.Question
2
is
one
of
the
most
difficult
points
of
Period
2.Task
I
of
Vocabulary
Focus
is
designed
to
review
the
key
words
learnt
in
Reading
A.Word
formation
by
suffixing
is
designed
to
enlarge
students
vocabulary
as
well
as
help
them
recognize
word
class.
Task
1
of
word
formation
is
designed
for
students
to
practise
suffixing.Task
2
of
word
formation
is
designed
with
the
same
purpose
－
recognizing
suffixes.Task
3
of
word
formation
is
actually
a
test
of
vocabulary
and
grammar.Task
I
of
Link
to
CEEPS
is
designed
for
students
to
practise
on
the
key
vocabulary.
Group
work
is
designed
to
bring
about
discussions
on
the
choices
and
the
question
itself.Group
work
is
designed
to
bring
about
discussions
on
the
choices
and
the
question
itself.
Group
work
is
designed
to
bring
about
discussions
on
the
choices
and
the
question
itself.Translation
is
designed
for
students
to
understand
the
difficult
sentence.Task
II
of
Link
to
CEEPS
is
designed
for
students
to
have
a
taste
of
how
difficult
the
context
(as
an
interference)
could
be
though
the
answer
may
seem
easy.Summary
is
designed
for
the
convenience
of
reviewing
what
we
have
learnt
today
as
well
as
doing
the
checklist.
课堂小结
1.
reviewing
the
content
of
Reading
A;
2.
digging
in
comprehension
of
Reading
A;3.
group
work
on
emotional
changes
of
Jim
;4.
working
on
the
key
vocabulary;5.
introducing
word
formation:
suffixes;6.
practising
word
formation;7.
Link
to
CEEPS
2019
1.
reviewing
the
text
by
answering
questions;
2.
learning
to
describe
the
feelings
of
Jim
using
simple
words;3.
doing
exercise
of
key
vocabulary;4.
learning
about
suffixing;5.
doing
exercises
of
word
formation;6.
completing
tasks
of
CEEPS
2019
Exercises
make
up
most
of
Period
Two.promoting
students’
reading
skills
by
short
answer
questions;using
group
work
to
bring
about
discussions
for
the
purpose
of
both
solving
and
discovering
problems.
3.
introducing
suffixing
and
doing
relevant
exercises
;4.
Link
to
CEEPS-2019
is
designed
to
practise
key
words
and
phrases
related
to
Reading
A
.
板书
New
words
and
phrases:
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