(共32张PPT)
上外版
高一年级上
Unit
2
Language
and
Culture
Digging
in
Comprehension
&
Vocabulary
Focus
Period
2
Review
Dictation
on
words
and
expressions
of
Reading
A
and
write
out
the
Chinese
equivalents
1.
confusing
adj.
2.
Mexican
n.
3.
soil
n.
4.
Spanish
n.
5.
immediate
adj.
6.
confusion
n.
7.
embarrassment
n.
8.
torn
adj.
9.
pleasant
n.
10.
deliver
adj.
难以理解的
墨西哥人
国土；领土
西班牙语
立即的，立刻的
困惑；不确定
窘迫；难堪
左右为难
令人愉悦的
递送；传送
Review
Dictation
on
paragraph
4
of
Reading
A
This
experience
___________________
until
years
later
when
I
came
back
to
live
in
Mexico.
I
discovered
that
understanding
“ahorita”
took
not
___________________
,
but
rather
__________________.
When
someone
from
Mexico
says
“ahorita,”
it
should
almost
never
be
taken
___________;
its
meaning
changes
greatly
______________.
As
a
__________
told
me,
“Ahorita
could
mean
tomorrow,
in
an
hour,
within
five
years
or
never.”
It
is
even
used
as
a
polite
way
of
saying
“no,
thanks”
when
__________________.
faded
from
my
memory
a
fluency
in
the
language
a
fluency
in
the
culture
literally
with
context
linguist
refusing
an
offer
Review
Match
the
words
with
the
definitions
given.
the
responsibility
for
sth.
wrong
that
has
happened;
the
way
that
you
think
and
feel
about
sb.
/
sth.
very
suddenly
and
to
a
very
great
and
often
surprising
degree
a
formal
arrangement
to
meet
or
visit
sb.
at
a
particular
time;
in
a
way
that
is
strange
or
amusing
because
it
is
very
different
from
what
you
expect
to
suddenly
feel
frightened
so
that
you
cannot
think
clearly
and
you
say
or
do
sth.
stupid,
dangerous,
etc.
ironically,
fault,
appointment,
dramatically,
panic,
attitude
fault
attitude
dramatically
appointment
ironically
panic
Review
Match
the
words
and
phrases
with
the
synonyms.
1.
signal
2.
set
foot
on
3.
obviously
4.
context
5.
deliver
A.
conditions
B.
hand
over
C.
sign
D.
clearly
E.
arrive
at
1.
_____
2.
_____
3.
_____
4.
_____
5.
_____
C
E
D
A
B
Digging
in
I.
Below
is
an
outline
of
the
passage
you
have
just
read.
Complete
the
dargram
with
information
from
the
text.
Setting
Time
______________________
Place
_____________
in
Mexico
Character(s)
_________
my
first
arrival
in
Mexico
an
ice-cream
shop
I,
the
ice
cream
man
Comprehension
Digging
in
I.
Below
is
an
outline
of
the
passage
you
have
just
read.
Complete
the
dargram
with
information
from
the
text.
Beginning
The
author
asked
a
local
ice-cream
seller
for
an
ice-cream,
and
the
seller
answered
________
ahorita
Development
The
author
then
waited
because
____________________________,
However,
half
an
hour
later,
when
she
asked
again,
the
ice-cream
seller
felt
____________________
she
took
“ahorita”
as
“right
now”
confused
and
embarrassed.
Comprehension
Digging
in
I.
Below
is
an
outline
of
the
passage
you
have
just
read.
Complete
the
dargram
with
information
from
the
text.
Climax
The
author
was
torn
and
___________________________________________________________
felt
hesitant
about
whether
End
The
author
left
the
shop
after
a
long
time.
The
seller
looked
____________________
confused
and
embarrassed.
she
would
wait
or
walk
away.
Message
Understanding
“ahorita”
took
not
a
fluency
in
the
language,
but
rather
________________________
a
fluency
in
the
culture.
Comprehension
II.
Answer
the
questions.
1.
What
did
“ahorita”
mean
to
the
author?
What
might
the
ice-
cream
seller
mean
by
saying
“ahorita”?
The
author
thought
it
meant
“right
now”.
The
ice-cream
seller
might
mean
“the
ice-cream
is
sold
out”.
Digging
in
Comprehension
II.
Answer
the
questions.
2.
What
did
the
author
suggest
by
saying
“I
was
torn”
(line
12)?
The
author
suggested
that
he
was
caught
between
a
delimna
－
to
leave
or
to
keep
waiting.
Digging
in
Comprehension
II.
Answer
the
questions.
3.
What
didn't
the
author
worry
so
much
about
being
late
after
moving
to
Mexico
years
later?
Because
she
discovered
that
the
Mexican
attitude
towards
time
is
rather
loose,
just
like
the
“Ahorita
Time”
which
makes
you
always
live
in
“right
now”
and
never
be
late.
Digging
in
Comprehension
II.
Answer
the
questions.
4.
Do
you
think
Spanish
people
would
meann
the
same
as
mexicans
when
they
say
“ahorita”?
Why
or
why
not?
I
think
Spanish
people
may
not
mean
the
same
as
the
Mexicans
when
they
say
“ahorita”
because
the
context
changes
from
Mexico
to
Spain.
Digging
in
Comprehension
This
is
a
story
about
how
a
foreigner
got
confused
about
a
Mexican
word
even
she
could
speak
fluent
Spanish.
It
happened
when
she
1
____________
Mexican
soil
for
the
first
time.
She
asked
an
ice-cream
seller
for
an
ice-cream,
and
he
said
“ahorita.”
She
thought
it
would
2
___________
immediately
because
the
word
can
be
directly
translated
to
“right
now.”
But
she
waited
for
half
an
hour
and
still
no
ice-cream
came.
When
she
asked
the
seller
about
it,
he
said
“ahorita”
again,
with
I.
Fill
in
the
blanks
with
the
appropriate
forms
of
the
given
words
and
expressions
to
complete
the
passage.
Vocabulary
Focus
Digging
in
confusion
deliver
reflection
refuse
an
offer
context
set
foot
on
signal
torn
set
foot
on
be
delivered
his
face
showing
3
____________.
She
felt
4______
between
waiting
and
walking
away.
Finally,
she
had
to
go
home,
so
she
5_________
to
the
seller
that
she
could
not
wait
any
longer.
Years
later
back
in
Mexico,
she
came
to
realise
that
the
meaning
of
“ahorita”
changes
according
to
its
6__________.
It
could
mean
“tomorrow,”
“within
five
years,”
“never”
or
even
“no,
thanks”
when
one
wants
to
7
______________.
“Ahorita
Time”
is
8__________
of
different
cultureal
understandings
of
time.
That
is,
understanding
“ahorita”
takes
not
a
fluency
in
the
language,
but
a
fluency
in
the
culture.
Vocabulary
Focus
Digging
in
confusion
deliver
reflection
refuse
an
offer
context
set
foot
on
signal
torn
confusion
torn
signalled
context
refuse
an
offer
a
reflection
1.
Read
the
sentence
and
rewrite
it
with
the
opposites
of
the
underlined
words
without
changing
the
meaning.
II
Word
Formation:
Prefixes
Digging
in
A
prefix
is
a
letter
or
a
group
of
letters
added
to
the
beginning
of
a
word
to
indicate
or
modify
its
meaning.
Waiting
longer
was__________,
but
I
felt
it
wasn't
______
to
walk
away.
unpleasant
polite
Waiting
longer
wasn't
pleasant,
but
I
felt
it
was
impolite
to
walk
away.
II
Word
Formation:
Prefixes
Digging
in
Prefix
Word
Word
with
a
Prefix
im-
polite
impolite
in-
expensive
inexpensive
un-
fortunate
unfortunate
un-
fold
unfold
dis-
appear
disappear
dis-
advantage
disadvantage
mis-
understanding
misunderstanding
cross-
cultural
cross-cultural
en-
rich
enrich
pre-
view
preview
co-
operation
cooperation
negative,
verb
prefix
negative,
adj.
prefix
negative,
noun
prefix
en,
verb
prefix;
pre,
v.
&
n.
prefix
跨越;v.
&
n.
prefix;
合作;v.
&
n.
prefix;
2.
Add
a
prefix
in
the
left
box
to
a
word
in
the
right
box
to
make
a
new
word.
Fill
in
the
blanks
with
the
new
words
II
Word
Formation:
Prefixes
Digging
in
Culture
shock
refers
to
a
sense
of
confusion
or
1
______________
with
feelings
of
anxiety
when
people
are
introduced
to
a
foreign
environment.
If
you
are
a(n)
2
_________
student
experiencing
culture
shock,
here
are
some
tips
that
may
help:
Prefix:
cross-,
en-,
mis-,
inter-,
un-,
co-,
tele-
Word:
cultural,
understanding,
phone,
able,
certainty,
operation,
national
misunderstanding
international
II
Word
Formation:
Prefixes
Digging
in
√
Research
the
host
country's
culture
and
build
up
3
__________
awareness.
√
Look
for
activities
that
4
_______
you
to
interact
with
other
students
who
share
your
interests.
√
Stay
calm
when
some
5
_____________
occurs
and
reach
out
for
help
if
necessary.
√
Keep
in
touch
with
your
family
and
friends
via
email,
video
chat
or
6
__________.
√
Value
7____________
and
prepare
to
work
with
other
students.
Prefix:
cross-,
en-,
mis-,
inter-,
un-,
co-,
tele-
Word:
cultural,
understanding,
phone,
able,
certainty,
operation,
national
cross-cultural
enable
uncertainty
telephone
cooperation
III.
Word
Formation:
Prefixes
&
Suffixes
Suffix
A
suffix
is
a
letter
or
a
group
of
letters
added
at
the
end
of
a
word
to
make
a
new
word.
Digging
in
A
prefix
is
a
letter
or
a
group
of
letters
added
to
the
beginning
of
a
word
to
indicate
or
modify
its
meaning.
Prefix
Prefixes
and
Suffixes
Prefix
and
suffix
help
to
enlarge
the
vocabulary
and
enrich
our
exprssions.
For
example,
able
unable
enable
disable
ability
3.
Fill
in
the
blanks
with
the
appropriate
forms
of
the
words
given
below.
Digging
in
creative,
fluent,
relate,
confuse,
distant,
limitation,
comfort,
deliver,
genuine,
culture,
In
1
____________
communication,
a
2
____________
in
the
language
may
3
______
confusion
and
embarrassment,
4
_________
the
reach
of
conversation.
But
a
5
__________
in
the
culture
would
also
prevent
the
6
_______
of
message
between
people.
For
example,
in
Canada,
people
use
“metro”
when
they
speak
of
“underground”
or
“subway”,
while
“Subway”
is
a
famous
local
fast
food
chain
store.
cross-cultural
disfluency
create
limiting
disfluency
delivery
III.
Word
Formation:
Prefixes
&
Suffixes
3.
Fill
in
the
blanks
with
the
appropriate
forms
of
the
words
given
below.
creative,
fluent,
relate,
confuse,
distant,
limitation,
comfort,
deliver,
genuine,
culture,
You
see,
“Subway”
and
“metro”
are
totally
7
_________
at
all.
So
when
a
Britishman
asks
about
the
subway,
he
might
be
directed
to
the
“Subway”.
8
________
speaking,
the
geographical
9
________
may
change
the
language
use
greatly,
which
may
cause
a
10
_________
to
people
when
they
think
they
are
speaking
the
same
language.
irrelated
distance
discomfort
Genuinely
III.
Word
Formation:
Prefixes
&
Suffixes
Digging
in
Link
to
CEEPS
I.
Make
the
best
choice
from
A,
B,
C,
and
D.
CEEPS:
The
College
Entrance
Examination
Papers
of
Shanghai
2019
1.
She
began
to
offer
me
her
clothes,
for
a
price.
Impressed
by
these
_______
things,
which
looked
simply
gorgeous
to
a
little
girl
who
had
only
two
dresses
to
wear
to
school,
I
bought
a
few.
Until
my
mother
asked
me
if
I
really
wanted
to
work
for
castoffs.
So
I
learned
to
say
“No,
thank
you”
to
a
______
sweater
offered
for
a
quarter
of
a
week’s
pay.
B
A.
torn;
fainted
B.
worn;
faded
C.
exhausted;
old
D.
ragged;
shabby
Link
to
CEEPS
I.
Make
the
best
choice
from
A,
B,
C,
and
D.
CEEPS:
The
College
Entrance
Examination
Papers
of
Shanghai
2019
What
are
the
difference
between
“worn”
and
“torn”?
“Torn”
means
“unable
to
choose
between
two
things,
people
or
feelings”,
while
“worn”
means
“damaged
and
shabby
as
a
result
of
much
use”.
And
“fade”
here
means
“lose
or
cause
to
lose
colour
or
brightness”.
So
the
right
choice
is
B.
Right.
The
worn
clothes
are
old
and
shabby,
but
not
ragged;
and
the
color
faded
but
not
fainted.
Link
to
CEEPS
I.
Make
the
best
choice
from
A,
B,
C,
and
D.
CEEPS:
The
College
Entrance
Examination
Papers
of
Shanghai
2018
2.
Finally,
an
attractive
quality
when
job-hunting
is
a
great
_____
towards
potential
job.
Young
job
seekers
are
known
to
be
____
because
they
have
been
praised
for
everything
they
have
done.
But
they
must
realize
that
the
employment
market
is
about
how
an
employee
will
be
a
good
fit
for
a
company,
not
the
other
way
around.
D
A.
responsibility;
overproud
B.
independence;
overactive
C.
appointment;
overconfident
D.
attitude;
overconfident
Link
to
CEEPS
I.
Make
the
best
choice
from
A,
B,
C,
and
D.
CEEPS:
The
College
Entrance
Examination
Papers
of
Shanghai
2018
I
think
both
“responsibility”
and
“attitude”
are
fit
for
the
first
blank.
I
agree.
Independence
is
a
good
quality
but
it
does
not
fit
in
with
the
context
here.
So
we
choose
D.
How
to
translate
“a
great
attitude
toward
potential
job”?
And
“overconfident”
is
more
appropriate
than
“overproud”
to
describe
young
job
seeks.
一个良好的心态来对待所求职位
Link
to
CEEPS
I.
Make
the
best
choice
from
A,
B,
C,
and
D.
CEEPS:
The
College
Entrance
Examination
Papers
of
Shanghai
2019
3.
We
have
this
ability
to
understand
other
people
so
remarkably
that
their
victories
______
become
ours.
Our
testosterone
exactly
responds
to
their
victory.
The
more
we
follow
a
team,
the
deeper
the
bond
becomes.
A.
literally
B.
ironically
C.
obviously
D.
dramatically
A
Link
to
CEEPS
I.
Make
the
best
choice
from
A,
B,
C,
and
D.
CEEPS:
The
College
Entrance
Examination
Papers
of
Shanghai
2019
I
will
cross
out
“ironically”
and
“dramatically”.
I
agree.
They
do
not
fit
in
with
the
context
here.
I
think
“literally”
here
means
“truely”,
“actually”,
not
in
the
sense
of
“按照字面意思来说”
What's
the
difference
between
“literally”
and
“obviously”
And
the
tone
of
“obviously”
is
insincere.
Link
to
CEEPS
CEEPS:
The
College
Entrance
Examination
Papers
of
Shanghai
2018
1.
While
78%
of
parents
said
they
believed
they
were
good
screen
time
role
models,
the
study
found
a
____________(connect)
between
their
behaviour
and
their
perception
of
their
behaviour.
II.
Fill
in
the
blanks,
using
the
appropriate
form
of
the
given
words.
2.
A
psychology
professor
at
San
Diego
State
University
is
the
author
of
the
book
"iGen:
Why
Today’s
Super-Connected
Kids
Are
Growing
Up
Less
Rebellious,
More
Tolerant,
Less
Happy
—
and
Completely
_____________
(prepare)
for
Adulthood.”
disconnect
Unprepared
Summary
What
have
we
learnt
today?
√
Reviewing
the
vocabulary
of
Reading
A;
√
Exercises
on
prefixing
and
suffixing
√
Digging
in
the
message
of
the
story
of
“Ahorita
Time”;
√
Digging
in
the
key
vocabulary;
√
Word
Formation:
prefixes
√
Link
to
CEEPS
Homework
Preview
the
following
sentence
patterns
on
page
24.
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
2
LANGUAGE
AND
CULTURE
Period
2
Digging
in
教学设计
课题
Digging
in
Comprehension
and
Vocabulary
Focus
单元
Unit
2
学科
English
年级
Senior
Grade
1
学习目标
1.
Knowledge
objectives:
digging
in
the
comprehension
of
Reading
A;
word
formation:
prefixesword
formation
2.
Skill
objectives:
practising
key
vocabulary;
answering
further
questions
of
text;
Emotional
3.
emotional
objectives:
Mexican
attitude
towards
life:
live
leisurely
right
now;
4.
Thinking
quality
objectives:
fluency
in
the
culture
vs.
fluency
in
the
language
重点
Key
vocabulary
and
word
formation
难点
Using
the
appropriate
forms
of
the
words
to
fill
in
the
blanks;
教学过程
教学环节
教师活动
学生活动
设计意图
ReviewPPT
2-5
dictation
on
words
and
expressions
of
Reading
A;dictation
on
paragraph
4
of
Reading
A;
using
pictures;
matching
words
with
the
right
definitions.
matching
words
and
phrases
with
the
synonyms;
completing
dictations
on
vocabulary
and
paragraph
4;2.
matching
words
with
appropriate
definitions
and
synonyms;2
reviewing
key
words
and
expressions
of
Reading
A;reviewing
the
main
content
of
Reading
A;
讲授新课
PPT
6-12,
“Digging
in
Comprehension”PPT
6-8,
Outline
of
Reading
APPT
9-12,
Answer
the
questions.1.
What
did
“ahorita”
mean
to
the
author?
What
might
the
ice-cream
seller
mean
by
saying
“ahorita”?The
author
thought
it
meant
“right
now”.
The
ice-cream
seller
might
mean
“the
ice-cream
is
sold
out”.
2.
What
did
the
author
suggest
by
saying
“I
was
torn”
(line
12)?The
author
suggested
that
he
was
caught
between
a
delimna
－
to
leave
or
to
keep
waiting.What
didn't
the
author
worry
so
much
about
being
late
after
moving
to
Mexico
years
later?Because
she
discovered
that
the
Mexican
attitude
towards
time
is
rather
loose,
just
like
the
“Ahorita
Time”
which
makes
you
always
live
in
“right
now”
and
never
be
late.4.
Do
you
think
Spanish
people
would
mean
the
same
as
Mexicans
when
they
say
“ahorita”?
Why
or
why
not?I
think
when
Spanish
people
say
“ahorita”,
they
might
not
mean
the
same
as
the
Mexicans
do
because
the
context
changes
from
Mexico
to
Spain.
PPT
13-14,
Vocabulary
FocusI.
Fill
in
the
blanks
with
the
appropriate
forms
of
the
given
words
and
expressions
to
complete
the
passage.PPT
15-20,
Word
FormationPPT
15-18:
Prefix1.
Read
the
sentence
and
rewrite
it
with
the
opposites
of
the
underlined
words
without
changing
the
meaning.PPT
16,
PPT
17,Add
a
prefix
in
the
left
box
to
a
word
in
the
right
box
to
make
a
new
word.
Fill
in
the
blanks
with
the
new
words.PPT
19,
Significance
of
Prefixes
&
SuffixesPPT
20-21,
3.
Fill
in
the
blanks
with
the
appropriate
forms
of
the
words
given
below.PPT
22-28,
Link
to
CEEPSI.
Make
the
best
choice
from
A,
B,
C,
and
D.1.
She
began
to
offer
me
her
clothes,
for
a
price.
Impressed
by
these
_______
things,
which
looked
simply
gorgeous
to
a
little
girl
who
had
only
two
dresses
to
wear
to
school,
I
bought
a
few.
Until
my
mother
asked
me
if
I
really
wanted
to
work
for
castoffs.
So
I
learned
to
say
“No,
thank
you”
to
a
______
sweater
offered
for
a
quarter
of
a
week’s
pay.
torn;
fainted
√B.
worn;
fadedC.
exhausted;
old
D.
ragged;
shabbyPPT
23,
Group
Work
QM
Girl:
What
are
the
difference
between
“worn”
and
“torn”?Boy
1:
“Torn”
means
“unable
to
choose
between
two
things,
people
or
feelings”,
while
“worn”
means
“damaged
and
shabby
as
a
result
of
much
use”.Smile:
And
“fade”
here
means
“lose
or
cause
to
lose
colour
or
brightness”.
So
the
right
choice
is
B.QM
Girl:
Right.
The
worn
clothes
are
old
and
shabby,
but
not
ragged;
and
the
color
faded
but
not
fainted.2.
Finally,
an
attractive
quality
when
job-hunting
is
a
great
_____
towards
potential
job.
Young
job
seekers
are
known
to
be
____
because
they
have
been
praised
for
everything
they
have
done.
But
they
must
realize
that
the
employment
market
is
about
how
an
employee
will
be
a
good
fit
for
a
company,
not
the
other
way
around.responsibility;
over
proud
B.
independence;
overactiveC.
appointment;
overconfident
√D.
attitude;
overconfidentPPT
25,
Group
WorkQM
Girl:
I
think
both
“responsibility”
and
“attitude”
are
fit
for
the
first
blank.Boy
1:
I
agree.
Independence
is
a
good
quality
but
it
does
not
fit
in
with
the
context
here.Boy
3:
And
“overconfident”
is
more
appropriate
than
“over
proud”
to
describe
young
job
seeks.Smile:
So
we
choose
D.
How
to
translate
“a
great
attitude
toward
potential
job”?Boy
1:
一个良好的心态来对待所求职位。PPT
26,
3.
We
have
this
ability
to
understand
other
people
so
remarkably
that
their
victories
______
become
ours.
Our
testosterone
exactly
responds
to
their
victory.
The
more
we
follow
a
team,
the
deeper
the
bond
becomes.√A.
literally
B.
ironically
C.
obviously
D.
dramaticallyPPT
27,
Group
WorkBoy
1:
I
will
cross
out
“ironically”
and
“dramatically”.QM
Girl:
I
agree.
They
do
not
fit
in
with
the
context
here.Boy
3:
What's
the
difference
between
“literally”
and
“obviously”?Smile:
I
think
“literally”
here
means
“truly”,
“actually”,
not
in
the
sense
of
“按照字面意思来说”Boy
2:
And
the
tone
of
“obviously”
is
insincere.PPT
28,
II.
Fill
in
the
blanks,
using
the
appropriate
form
of
the
given
words.While
78%
of
parents
said
they
believedthey
were
good
screen
time
role
models,
the
study
found
a
disconnect
(connect)
between
their
behaviour
and
their
perception
of
their
behaviour.
2.
A
psychology
professor
at
San
Diego
State
University
is
the
author
of
the
book
"iGen:
Why
Today’s
Super-Connected
Kids
Are
Growing
Up
Less
Rebellious,
More
Tolerant,
Less
Happy
—
and
Completely
Unprepared
(prepare)
for
Adulthood.”PPT
29,
What
have
we
learn
today?PPT
30,
HomeworkPreview
the
following
sentence
patterns
on
page
24.
digging
inComprehensiondigging
inkey
vocabulary
word
formation:
prefixes(4)
Link
to
CEEPS
All
these
activities
can
be
carried
out
individually,
in
pairs
or
in
groups.Students
shall
fill
in
the
blank
as
concise
as
possible;Students
may
follow
the
time
order
and
write
out
the
outline
of
the
story;Students
may
find
the
right
words
to
complete
the
blanks.Students
may
find
it
the
climax
part
a
bit
difficult
compared
with
other
parts;Students
may
find
the
message
part
easy;Students
may
find
Q
1
rather
easy.Students
may
feel
a
bit
difficult
in
choosing
words
to
answer
Q
2;Students
may
take
some
time
organizing
their
thoughts
to
answer
Q
3.Students
may
answer
Q
4
from
their
perspective
and
give
the
their
reasons.Students
may
find
out
that
the
text
is
actually
a
summary
of
the
story.
Students
are
allowed
to
refer
to
the
text
when
they
are
doing
the
exercise.Students
may
find
task
1
of
Word
Formation
easy.Students
may
find
task
2
of
Word
Formation
more
difficultthan
task
1.Students
may
find
task
3
the
most
difficult
due
to
the
necessary
grammatical
or
semantic
changes
brought
by
prefixes
or
suffixes.Students
may
find
that
understanding
the
difference
between
“torn”
and
“worn”
is
critical
to
Q
1.Students
may
join
the
Group
Work
and
give
their
opinions.Students
may
understand
the
importance
of
context
in
language
here.
Students
shall
notice
another
meaning
of
“literally”
here
in
Q
3.Students
shall
notice
here
that
in
a
book
title,
it
is
required
to
capitalize
the
first
letter
of
a
content
word.
In
summary
of
“What
have
we
learn
today”,
students
shall
think
over
what
have
been
listed,
and
take
some
notes
if
necessary.
Period
2
is
designed
for
students
to
dig
in
comprehension
of
the
Reading
A,
and
practise
key
vocabulary
and
word
formation
as
well.Task
I
of
Digging
in
Comprehension
is
designed
for
students
to
sketch
an
outline
of
the
story
chronologically.
Group
work
is
welcomed
here
if
students
are
not
sure
of
what
to
write
in
the
blanks.The
Message
part
disclose
the
theme
of
the
story
－
the
importance
of
fluency
in
the
culture.Answer
the
Questions
is
designed
to
probe
into
some
important
and
difficult
part
of
the
text.Vocabulary
Focus
is
designed
for
students
to
practise
the
key
vocabulary.
Word
Formation
is
designed
for
students
to
learn
about
prefixes
here.
Word
Formation
knowledge
enable
students
to
enlarge
their
vocabulary
quickly.Significance
of
Prefixes
and
Suffixes
reminds
students
of
the
importance
of
word
formation
knowledge.Task
3
may
be
the
most
difficult
part
of
Word
Formation.It
is
designed
for
students
to
practise
prefixing
and
suffixing
words
and
enrich
their
English
expression.
Link
to
CEEPSis
designed
for
students
to
contact
the
CEEPS
style
exercise
which
is
more
difficult
in
sentence
structure
and
vocabulary
as
well.Question
+
Group
Work
is
the
basic
pattern
in
Link
to
CEEPS,
which
is
very
helpful
in
problem
solving.Q
3
is
designed
to
present
another
meaning
of
“literally”.Task
II
of
Link
to
CEEPS
focuses
on
word
formation
－
prefixing.Summary
here
serves
both
as
a
review
of
period
2
and
a
pause
for
students
to
do
a
check-up.
课堂小结
1.
a
review
of
the
vocabulary
of
Reading
A;2.
a
review
of
the
main
content
of
Reading
A;3.
digging
in
comprehension
of
Reading
A;
4.
practising
key
vocabulary
of
Reading
A;5.
word
formation:
prefixes;6.
practising
word
formation:
prefix
and
suffix;7.
Link
to
CEEPS
completing
diction
tasks
on
vocabulary
and
paragraph
Four;completingmatching
tasks
of
key
vocabulary;
3.
completing
the
outline
of
the
text
of
Reading
A;4.
doing
word
formation
exercises;
5.
joining
Group
Work
and
doing
exercises
of
Link
to
CEEPS;
1.
reviewing
vocabulary
and
main
content
of
Reading
A;2.
practising
key
vocabulary
of
Period
1;3.
enlarging
students’
vocabulary
by
prefixing
and
suffixing
and
doing
relevant
exercises;4.
providing
more
difficult
tasks
for
students
on
vocabulary
by
Link
to
CEEPS;
板书
A
suffix
is
a
letter
or
a
group
of
letters
added
at
the
end
of
a
word
to
make
a
new
word.A
prefix
is
a
letter
or
a
group
of
letters
added
to
the
beginning
of
a
word
to
indicate
or
modify
its
meaning.Prefix
and
suffix
help
to
enlarge
the
vocabulary
and
enrich
our
expressions.
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