(共33张PPT)
上外版
高一年级上
Unit
2
Language
&
Culture
Period
6
My
Experience
with
American
English
Lead
in
Words
and
Expressions
1.
fry
n.
炸薯条
2.
snail
n.
蜗牛
3.
cheese
n.
奶酪
4.
amazed
adj.
大为惊奇的
5.
portion
n
(食物的)一份
6.
chip
n.
炸薯条
7.
packet
n.
小包装纸袋，小硬纸板盒
8.
crisp
n.
(BrE)
炸土豆片，炸薯片
9.
gravy
n.
调味儿肉汁
10.
salty
adj.
含盐的；咸的
Lead
in
Words
and
Expressions
11.
-based
adj.
以......为重要部分（或特征）的
12.
sauce
n.
调味汁；酱
13.
savoury
adj.
咸味儿的
14.
snack
n.
点心；小吃
15.
embarrassed
adj.
（人或行为，尤指在社交场
合）窘迫的，尴尬的
16.
pants
n.
内裤；短裤
17.
underwear
n.
内衣
18.
disgusted
adj.
厌恶的；憎恶的；反感的
19.
eggplant
n.
茄子
20.
pizza
n
意大利饼
Lead
in
Words
and
Expressions
21.
aubergine
n.
茄子
22.
likely
adj.
可能的；预料的
23.
vocabulary
n.
词汇，词汇量
24.
all
the
way
一路上；自始至终
25.
on
earth
（加强疑问语气）到底，究竟
26.
California
加利福尼亚
27.
Las
Vegas
拉斯韦加斯（赌城）
Lead
in
Varieties
of
English
Varieties
of
English:
√
British
English
√
American
English
√
Australian
English
√
Malaysian
English
√
Singapore
English.
For
example,
the
change
of
the
“u”
sound
in
“duke”,
“during”
in
British
English;
Lead
in
B.
A
decade.
According
to
the
linguist,
how
long
does
it
take
the
American
English
to
grow
as
the
British
people
settled
in
North
America?
C.
A
hundred
years.
D.
Four
hundred
years.
A.
A
few
weeks.
Varieties
of
English
Reading
When
I
was
ten
years
old,
I
went
to
the
US
to
visit
some
family
friends.
We
travelled
all
the
way
from
California
to
Las
Vegas.
I
noticed
something
funny
about
the
way
everyone
spoke
English.
I
was
thinking,
“This
is
the
way
they
speak
in
films!”
1.
all
the
way
一路上;
自始至终
2.
the
way
everyone
spoke
English
每个人说英语的方式
3.
Las
Vegas
拉斯维加斯(赌城)
Para.1
Reading
B
My
Experience
with
American
English
Reading
task
1.
What
are
the
key
message
of
paragraph
One?
Choose
the
correct
answer(s).
A.
I
went
to
America
to
visit
some
family
friends.
B.
We
travelled
all
the
way
from
California
to
Las
Vegas.
C.
I
noticed
the
way
the
American
spoke
English.
D.
I
like
the
way
the
American
spoke
English.
Reading
B
My
Experience
with
American
English
Group
Work
A
is
true,
but
it
is
not
the
key
message,
I
believe.
Neither
is
B.
B
is
a
fact
but
not
the
key
message,
either.
It
must
be
C.
In
para.
1,
notice
the
line
－
“I
noticed
something
funny
about
the
way
everyone
spoke
English.”
Reading
B
My
Experience
with
American
English
A.
I
went
to
America
to
visit
some
family
friends.
B.
We
travelled
all
the
way
from
Califonia
to
Las
Vegas.
C.
I
noticed
the
way
the
American
spoke
English.
D.
I
like
the
way
the
American
spoke
English.
Group
Work
D
is
a
wrong
statement.
The
author
didn’t
say
“I
liked
the
way
the
Americans
spoke
English.”
So,
we
cross
out
A,
B
and
D.
C
is
right
answer.
Reading
B
My
Experience
with
American
English
A.
I
went
to
America
to
visit
some
family
friends.
B.
We
travelled
all
the
way
from
Califonia
to
Las
Vegas.
C.
I
noticed
the
way
the
American
spoke
English.
D.
I
like
the
way
the
American
spoke
English.
Reading
At
the
beginning
of
the
holiday,
one
of
my
friends
asked
me
if
I
wanted
to
order
“French
fries.”
I
couldn’t
imagine
what
French
fries
were.
What
was
fried
and
French?
Snails?
Cheese?
She
was
amazed
that
I
had
never
tried
them
and
she
ordered
a
portion
for
us
to
share.
When
the
waiter
brought
us
some
chips,
I
asked
her
where
the
French
fries
were.
She
pointed
to
the
plate
of
chips!
Later
that
week
she
said
she
was
going
to
buy
some
“chips”
from
the
supermarket.
She
came
out
with
a
packet
of
crisps!
Para.
2
Reading
B
My
Experience
with
American
English
4.
fry
n.
炸薯条
5.
snail
n.
蜗牛
6.
cheese
n.
奶酪
7.
amazed
adj.
大为惊奇的
8.
portion
n
(食物的)一份
9.
chip
n.
炸薯条
10.
packet
n.
小包装纸袋，
小硬纸板盒
8.
crisp
n.
(BrE)
炸土豆片，炸薯片
9.
order
a
portion
点了一份
10.
at
the
beginning
of
在......之初
Reading
task
2.
What
are
the
key
messages
of
paragraph
2?
Choose
the
correct
answer(s).
A.
I
didn’t
know
what
French
fries
were.
B.
I
guess
French
fries
must
be
related
to
French
in
some
way.
C.
I
finally
knew
that
French
fries
were
what
I
called
“chips”.
D.
I
found
that
the
American
“French
fries”
were
the
British
“chips”,
and
the
American
“chips”
were
the
British
“crisps”.
Reading
B
My
Experience
with
American
English
Group
Work
Obviously
A
is
not
the
key
message.
B
is
not
the
focus
of
the
paragraph,
either.
C
is
not
the
main
idea,
I
believe.
D
is
the
choice.
It
points
out
the
vocabulary
differences
between
American
English
and
British
English.
Reading
B
My
Experience
with
American
English
A.
I
didn’t
know
what
French
fries
were.
B.
I
guess
French
fries
must
be
related
to
French
in
some
way.
C.
I
finally
knew
that
French
fries
were
what
I
called
“chips”.
D.
I
found
that
the
American
“French
fries”
were
the
British
“chips”,
and
the
American
“chips”
were
the
British
“crisps”.
Reading
During
that
holiday
we
were
also
offered
“biscuits
and
gravy”
with
our
lunch.
This
was
a
very
strange
idea
to
me,
because
in
England
biscuits
are
sweet.
Gravy
is
a
salty,
meat-based
sauce.
I
later
realised
that
“biscuits”
in
America
are
savoury
snacks.
What
we
call
“biscuits,”
they
call
“cookies.”
9.
gravy
n.
调味儿肉汁
10.
salty
adj.
含盐的；咸的
11.
meat-based
以肉为基础
原料的
12.
sauce
n.
调味汁；酱
13.
savoury
adj.
咸味儿的
14.
snack
n.
点心；小吃
Para.
3
Reading
B
My
Experience
with
American
English
Reading
task
3.
The
British
girl
thought
it
was
strange
to
put
“biscuits
and
gravy”
together
because
_____________
A.
in
England
biscuits
are
sweet.
B.
in
England
gravy
is
meat-based
sauce.
C.
in
England,
they
never
put
biscuits
and
gravy
together
as
a
dish.
D.
it
would
be
a
strange
flavor
to
put
salty
meat-based
sauce
on
a
sweet
biscuit.
Reading
B
My
Experience
with
American
English
Group
Work
I
hold
that
A
is
an
incomplete
answer.
So
with
B.
An
incomplete
answer.
And
C?
It
seems
the
right
answer.
Reading
B
My
Experience
with
American
English
A.
in
England
biscuits
were
sweet.
B.
in
England
gravy
was
meat-based
sauce.
C.
in
England,
they
never
put
biscuits
and
gravy
together
as
a
dish.
D.
it
would
be
a
strange
flavor
to
put
salty
meat-based
sauce
on
a
sweet
biscuit.
Group
Work
Between
C
and
D,
I
would
choose
D
because
the
sweet
biscuit
doesn’t
go
with
the
salty
meat-based
sauce.
That’s
right.
In
paragraph
3,
the
flavors
are
repeatedly
referred
to
like
“biscuits
are
sweet”
and
“Gravy
is
a
salty,
meat-based
sauce”.
Oh!
So
we
choose
D
and
cross
out
A,
B
and
C.
Reading
B
My
Experience
with
American
English
A.
in
England
biscuits
were
sweet.
B.
in
England
gravy
was
meat-based
sauce.
C.
in
England,
they
never
put
biscuits
and
gravy
together
as
a
dish.
D.
it
would
be
a
strange
flavor
to
put
salty
meat-based
sauce
on
a
sweet
biscuit.
Reading
I
was
also
embarrassed
when
a
stranger
told
me
she
liked
my
“pants.”
I
remember
thinking,
“How
can
she
see
my
underwear?”
My
mum
then
told
me
that
they
call
“pants”
what
we
call
“trousers,”
the
outer
clothing
that
you
wear
on
your
legs.
15.
embarrassed
adj.
（人或行为，尤指在社交场
合）窘迫的，尴尬的
16.
pants
n.
内裤；短裤
17.
underwear
n.
内衣
18.
clothing
n.
服装；衣服
Para.
4
Reading
B
My
Experience
with
American
English
Reading
task
4.
I
was
also
embarrassed
when
a
stranger
told
me
she
liked
my
“pants”
because
__________
A.
the
speaker
was
a
stranger.
B.
the
stranger
was
impolite.
C.
I
thought
she
referred
to
my
underwear
and
I
didn’t
know
how
to
reply
her.
D.
the
stranger
intended
to
make
me
embarrassed.
Reading
B
My
Experience
with
American
English
Apparently,
A
and
B
are
not
the
right
answers.
D
is
not
the
right
answer,
either.
I
don’t
believe
the
stranger
meant
to
embarrass
the
author.
C
is
the
right
answer.
It
is
universally
known
that
in
a
conversation,
privacy
is
not
to
be
discussed.
Group
Work
Reading
B
My
Experience
with
American
English
A.
the
speaker
was
a
stranger.
B.
the
stranger
was
impolite.
C.
I
thought
she
referred
to
my
underwear,
which
is
something
rather
inner
and
private.
D.
the
stranger
intended
to
make
me
embarrassed.
A
question
here:
...
they
call
“pants”
what
we
call
“trousers”,
Sounds
like
a
tongue
twister.
What’s
the
sentence
pattern?
Group
Work
they
call
what
we
call
“trousers”
“pants”,
Translation:
我们(英国人)称“裤子”
为
trousers,
美国人称“裤子”为
pants.
The
verb
pattern
of
“call”
is
“V
+
N
+
N”.
Reading
B
My
Experience
with
American
English
S
V
O
C
(N)
O
is
shifted
to
the
end
due
to
the
length:
they
call
“pants”
what
we
call
“trousers”,
Language
points
(1)
clothes
pl.
衣服
(集合名词)，指各种衣服。
(2)
clothing
n.
衣服,
不可数名词,
尤指某种服装；
men’s
clothing;
women’s
clothing;
1.
Note
the
words
of
“clothes,
clothing,
jumper,
sweater,
...”.
(3)
clothes
sweater
pants
jacket
coat
underweat
Reading
I
was
disgusted
when
I
saw
an
“egg-plant”
pizza
on
the
menu
in
a
restaurant.
Eggs
do
not
grow
on
plants,
I
thought.
What
on
earth
could
an
“egg-plant”
be?
Something
eggy
and
leafy?
My
dad
ordered
this
pizza
and
it
was
covered
in
aubergines.
I
asked
him
where
the
“eggplant”
was.
He
laughed
and
pointed
to
the
aubergines.
He
told
me,
“They
call
this
‘eggplant’
in
America!”
19.
disgusted
adj.
厌恶的；
憎恶的；反感的
20.
eggplant
n.
茄子
21.
pizza
n
意大利饼
22.
aubergine
n.
茄子
23.
on
earth
（加强疑问语气）
到底，究竟
Para.
5
Reading
B
My
Experience
with
American
English
Reading
task
5.
What
can
we
infer
from
this
paragraph?
A.
The
author
thought
the
name
egg-plant
disgusting.
B.
“Egg-plant”
is
actually
“aubergine”.
C.
Eggs
don’t
grow
on
a
plant.
D.
“Egg-plant”
might
derive
from
the
shape
of
the
fruit
that
is
round
like
an
egg
and
hangs
on
a
plant.
Reading
B
My
Experience
with
American
English
A
is
not
an
inference.
The
text
reads,
“I
was
disgusted
when
I
saw
an
“egg-plant”
pizza
on
the
menu
...”
Group
Work
B
and
C
are
not
inferences,
either.
We
can
find
them
in
para.
5.
D
is
the
right
answer.
First,
it
in
not
written
in
para.
5;
second,
the
author
guessed
the
meaning
literally,
which
implies
that
probably
the
name
of
egg-plant
is
related
with
the
shape
of
an
egg.
Reading
B
My
Experience
with
American
English
A.
The
author
thought
the
name
egg-plant
disgusting.
B.
“Egg-plant”
is
actually
“aubergine”.
C.
Eggs
don’t
grow
on
a
plant.
D.
“Egg-plant”
might
derive
from
the
shape
of
the
fruit
that
is
round
like
an
egg
and
hangs
on
a
plant.
Reading
Although
the
same
“language”
may
be
spoken
in
different
countries,
there
are
likely
to
be
many
differences,
not
just
in
vocabulary
but
also
in
spelling,
grammar
and
pronunciation!
I
think
part
of
the
excitement
of
learning
a
language
is
discovering
the
differences
in
how
it
is
spoken
in
different
places.
24.
likely
adj.
可能的；
预料的
25.
vocabulary
n.
词汇，词汇量
Para.
6
Reading
B
My
Experience
with
American
English
Reading
task
6.
Although
the
same
“language”
may
be
spoken
in
different
countries,
there
are
likely
to
be
many
differences.
Here
the
underlined
word
refers
to
________.
A.
English
B.
British
English
C.
American
English
D.
mother
tongue
Reading
B
My
Experience
with
American
English
Retelling
Retelling
amazed,
vocabulary,
jumper,
cookies,
confusion,
crisps,
trousers,
chips,
underwear,
pants,
Englishes
British
English
and
American
English
have
many
differences,
especially
in
①______________.
Sometimes,
the
different
names
may
cause
②_________
and
misunderstandings.
Here
is
a
table
to
illustrate
the
some
vocabulary
differences
between
the
two
③__________.
Filling
in
each
blank
with
a
proper
word
from
below
and
each
word
can
be
used
only
once.
Note
there
is
one
word
more
than
you
need.
Reading
B
My
Experience
with
American
English
vocabulary
confusion
Englishes
Retelling
Retelling
Reading
B
My
Experience
with
American
English
American
English
British
English
chips
④
French
Fries
⑤
⑥
trousers
pants
⑦
⑧
biscuits
sweater
⑨
crisps
chips
pants
underwear
cookies
amazed,
vocabulary,
jumper,
cookies,
confusion,
crisps,
trousers,
chips,
underwear,
pants,
Englishes
jumper
Actually,
people
may
feel
⑩_______
at
so
many
vocabulary
differences
and
wonder
if
they
are
speaking
the
same
langauge.
amazed
Summary
What
have
we
learnt
today?
√
My
experience
with
American
English
√√
the
example
of
“French
fries”
and
“chips”
√√
call
sb.
sth.
(V
+
N
+
N)
√√
the
example
of
“biscuits”
and
“cookies”.
√√
the
example
of
“pants”
and
“trousers”;
√√
clothes,
clothing,
sweater,
coats,
...
√
Some
language
points:
√√
the
example
of
“egg-plants”
and
“aubergines”;
Homework
Why
do
people
use
the
word
“Englishes”?
Answer
the
question.
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
LANGAUGE
AND
CULTURE
Period
6
Reading
B
教学设计
课题
Reading
BMy
Experience
with
American
English
单元
Unit
2
学科
English
年级
Senior
Grade
1
学习目标
Knowledge
objectives:
understanding
and
accepting
English
varieties;Skill
objectives:
close
reading
for
key
messages
of
each
paragraph
and
the
related
details;Emotional
objectives:
open
to
cultural
and
language
varieties;Thinking
quality
objectives:
the
impact
of
geographical
distance
on
the
same
language;
重点
understanding
differences
between
British
English
and
American
English
难点
the
verb
pattern
of
call:
the
call
“pants”
what
we
call
“trousers”;recognizing
the
differences
between
“clothes,
clothing,
sweater,
pants,
etc.”;
教学过程
教学环节
教师活动
学生活动
设计意图
Lead
in.PPT
2-6
Presenting
English
pronunciation
change:
the
combination
sound
of
“du”;
How
long
does
it
take
the
American
English
to
grow
as
the
British
people
settled
in
North
America?
The
answer:
a
few
weeks.
Presenting
new
words
and
expressions
of
Reading
B;
Learning
about
the
sound
change
of
“du”;Learning
about
the
grow
of
English
varieties,
especially
the
American
English;
Learning
the
new
vocabulary;
1&2.Introducing
the
topic
of
Period
6
－
differences
between
British
English
and
American
English;
3.Clearing
away
the
vocabulary
block;
讲授新课
PPT
7,
Reading
paragraph
OnePPT
8,
Reading
Task
What
are
the
key
messages
of
paragraph
1?Choose
the
correct
answer(s).A.
I
went
to
America
to
visit
some
family
friends.B.
We
travelled
all
the
way
from
California
to
Las
Vegas.I
noticed
the
way
the
American
spoke
English.D.
I
like
the
way
the
American
spoke
English.
PPT
9-10,
Group
Work
on
Reading
Task
1Boy
1:
A
is
true,
but
it
is
not
the
key
message,
I
believe.Boy
2:
Neither
is
B.
B
is
a
fact
but
not
the
key
message,
either.QM
girl:
It
must
be
C.
In
para.
1,
notice
the
line
－
“I
noticed
something
funny
about
the
way
everyone
spoke
English.”
Boy
3:
D
is
a
wrong
statement.
The
author
didn’t
say
“I
liked
the
way
the
Americans
spoke
English.”
Smile:
So,
we
cross
out
A,
B
and
D.
C
is
right
answer.PPT
11,
Reading
paragraph
2PPT
12,
Reading
Task2.
What
are
the
key
messages
of
paragraph
2?
Choose
the
correct
answer(s).A.
I
didn’t
know
what
French
fries
were.B.
I
guess
French
fries
must
be
related
toFrench
in
some
way.I
finally
knew
that
French
fries
were
what
Icalled
“chips”.D.
I
found
that
the
American
“French
fries”
were
the
British
“chips”,
and
the
American
“chips”
were
the
British
“crisps”.PPT
13,
Group
Work
on
Reading
Task
2Boy
1:
Obviously
A
is
not
the
key
message.Boy
2:
B
is
not
the
focus
of
the
paragraph,either.
QM
girl:
C
is
not
the
main
idea,
I
believe.Boy
3:
D
is
the
choice.
It
points
out
the
vocabulary
differences
between
American
English
and
British
English.PPT
14,
Reading
paragraph
3PPT
15,
Reading
Task
3.
The
British
girl
thought
it
was
strange
to
put
“biscuits
and
gravy”
together
because
_____________A.
in
England
biscuits
are
sweet.B.
in
England
gravy
is
meat-based
sauce.C.
in
England,
they
never
put
biscuits
andgravy
together
as
a
dish.D.
it
would
be
a
strange
flavor
to
put
salty
meat-based
sauce
on
a
sweet
biscuit.PPT
16-17,
Group
Work
on
RT
3Boy
1:
I
hold
that
A
is
an
incomplete
answer.Boy
2:
So
with
B.
An
incomplete
answer.QM
girl:
And
C?
It
seems
the
right
answer.PPT
17,
Group
WorkBoy
3:
Between
C
and
D,
I
would
choose
D
because
the
sweet
biscuit
doesn’t
go
with
the
salty
meat-based
sauce.
Smile:
That’s
right.
In
paragraph
3,
the
flavors
are
repeatedly
referred
to
like
“biscuits
are
sweet”
and
“Gravy
is
a
salty,
meat-based
sauce”.QM
girl,
Boy
1,
Boy
2:
Oh!
So
we
choose
D
and
cross
out
A,
B
and
C.PPT
18,PPT
19,
Reading
Task
4.
I
was
also
embarrassed
when
a
stranger
told
me
she
liked
my
“pants”
because
__________A.
the
speaker
was
a
stranger.B.
the
stranger
was
impolite.C.
I
thought
she
referred
to
my
underwear
and
I
didn’t
know
how
to
reply
her.
D.
the
stranger
intended
to
make
me
embarrassed.
PPT
20-21,
Group
Work
on
RT
4Boy
1:
Apparently,
A
and
B
are
not
the
right
answers.QM
girl:
D
is
not
the
right
answer,
either.
I
don’t
believe
the
stranger
meant
to
embarrass
the
author.
Smile:
C
is
the
right
answer.
It
is
universally
known
that
in
a
conversation,
privacy
is
not
to
be
discussed.PPT
21,
QM
girl:
I
have
a
question
here:
they
call
“pants”
what
we
call
“trousers,”
....
Sounds
like
a
tongue
twister.
What’s
the
sentence
pattern?
Boy
3:
Smile:
Translation:
我们(英国人)称“裤子”
为
trousers,
美国人称“裤子”为
pants.The
verb
pattern
of
“call”
is
“V
+
N
+
N”.PPT
22,
Language
Points1.
Note
the
words
of
“clothes,
clothing,
jumper,
sweater,
...”.PPT
23,
Reading
paragraph
5PPT
24,
Reading
Task
5
5.
What
can
we
infer
from
this
paragraph?The
author
thought
the
name
egg-plantdisgusting.
B.
“Egg-plant”
is
actually
“aubergine”.C.
Eggs
don’t
grow
on
a
plant.D.
“Egg-plant”
might
derive
from
the
shape
of
the
fruit
that
is
round
like
an
egg
and
hangs
on
a
plant.
PPT
25,
Group
Work
on
RT
5,Smile:
A
is
not
an
inference.
The
text
reads,
“I
was
disgusted
when
I
saw
an
“egg-plant”
pizza
on
the
menu
...”
QM
girl:
B
and
C
are
not
inferences,
either.
We
can
find
them
in
para.
5.
Boy
1:
D
is
the
right
answer.
First,
it
in
not
written
in
para.
5;
second,
the
authorguessed
the
meaning
literally,
which
implies
that
probably
the
name
of
egg-plant
is
related
with
the
shape
of
an
egg.
PPT
26,
PPT
27,
RT
66.
Although
the
same
“language”
may
be
spoken
in
different
countries,
there
are
likely
to
be
many
differences.
Here
the
underlined
word
refers
to
________.PPT
28-29,
RetellingFilling
in
each
blank
with
a
proper
word
from
below
and
each
word
can
be
used
only
once.
Note
there
is
one
word
more
than
you
need.PPT
30,
SummaryWhat
have
we
learnt
today?PPT
35,
HomeworkAnswer
the
question.Why
do
people
use
the
word
“Englishes”?
Reading
task;
Group
WorkLanguage
points
(4)
RetellingAll
these
activities
can
be
carried
out
individually,
in
pairs
or
in
groups.
Step
1,
students
shall
first
take
notes
of
the
words
and
expressions
on
the
list.Step
2,
students
shall
skim
through
the
four
choices.Step
3,
students
shall
join
the
discussion
and
find
answers
to
RT
2.Step
1,students
shall
take
notes
of
the
new
words
and
phrases.Step
2,
students
shall
skim
through
the
four
choices.Step
3,
students
shall
join
the
discussion
and
find
answers
to
RT
2.Step
1,
students
shall
take
notes
of
the
words
and
expression
on
the
list.Step
2,
students
shall
skim
through
the
four
choices.Step
3,
students
shall
join
the
discussion
and
find
answers
to
RT
3.Sept
1,students
shall
take
notes
of
the
words
and
expression
on
the
list.Step
2,students
shall
skim
through
the
four
choices.Step
3,students
shall
join
the
discussion
and
find
answers
to
RT
4.Students
shall
take
notes
of
the
usage
of
“call”.Students
shall
take
notes
here
seriously.Step
1,students
shall
take
notes
of
the
words
and
expression
on
the
list.Step
2,students
shall
skim
through
the
four
choices.Step
3,students
shall
join
the
group
work
discussion
and
find
answers
to
RT
5.Students
may
find
TR
6
rather
easy.Students
may
find
Retelling
task
very
useful
in
helping
them
reviewing
the
text
and
the
key
vocabulary.
Students
shall
follow
the
points
in
“summary”
here
and
ask
teacher
for
help
if
there
are
any
problems.
1.
Reading
task
is
to
help
students
understand
the
text.2.
Group
work,
is
designed
for
students
to
have
a
discussion
on
language
problems.3.
Language
points
is
for
teacher
to
elaborate
on
some
grammar
and
vocabulary.4.
Retelling
is
for
students
to
practise
the
key
vocabulary
of
the
text,
as
well
as
give
a
summary
of
the
text.Reading
task
is
designed
for
students
to
grasp
the
main
ideas
of
the
paragraph
as
well
as
some
important
details.Reading
Task
+
Group
Work
discussion
is
a
three-step
pattern
designed
first
to
clear
away
usual
language
problems
of
the
paragraph,
and
second
to
discover
the
hard
language
points
so
that
the
answer
is
finally
decided.
For
some
frequently
used
phrases,
it
is
suggested
that
exercises
should
be
designed
for
students
to
practise
later.In
the
later
part,
exercises
shall
be
designed
for
students
to
practise
these
words
and
expressions.RT3
is
a
bit
hard
due
to
the
high
probability
of
Choice
C
and
D.
Customarily,
biscuits
and
gravy
are
never
put
together
as
a
dish
in
England,
but
the
reason
behind
is
the
flavor
problem.
Group
Work
here
functions
as
a
teacher
to
give
explanations
to
the
language
points
and
grammars.
The
patter
of
“call”
－V
+
N
+
N,
is
one
of
the
most
important
parts
and
the
hardest
language
point
of
Period
6.
Recognizing
the
differences
between
“clothes,
clothing,
jumper,
underwear,
etc.”
is
one
of
the
hardest
points
of
Period
6.Again,
with
the
three-step
pattern,
we
complete
RT
5,
and
give
explanations
to
some
language
problems.A
retelling
task
is
designed
for
students
to
review
the
text
as
well
as
the
key
vocabulary.Summary
here
serves
both
as
a
review
of
Reading
B
and
a
pause
for
students
to
do
a
checklist.
课堂小结
listening
to
words
and
expressions
of
Reading
B;2.
listening
to
audio
materials
on
English
Varieties;3.
doing
close
reading
paragraph
by
paragraph
grasping
the
main
ideas
and
details
by
completing
Reading
Tasks.
4.
doing
group
work
to
discover
the
language
problems
and
solve
them;5.
doing
retelling
to
practise
the
key
vocabulary
as
well
as
review
the
text;
1.
learning
the
new
vocabulary;2.
doing
reading
tasks
to
grasp
the
main
messages
of
the
paragraphs;3.
joining
the
group
work
and
taking
notes
of
the
important
vocabulary
and
language
points;4.
doing
retelling
task;
1.
teaching
about
the
new
vocabulary;2.
promoting
students’
reading
skills
by
a
three-step
pattern
－clearing
away
new
words,
skimming
through
the
reading
task
and
joining
the
Group
Work.
3.
Reading
Task
+
Group
Work
is
a
useful
tool
in
teaching
reading;4.
Group
Work
is
used
to
present
and
explain
the
hard
language
points;5.
Retelling
is
to
practise
key
vocabulary
and
review
the
content
of
Reading
B;
板书
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)
