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
4
CUSTOMS
AND
TRADITIONS
Period
3
Word
Formation
&
Grammar
in
Use
教学设计
课题
Conversion
&
Passive
Voice
单元
Unit
4
学科
English
年级
Senior
Grade
1
教材
分析
In
this
period,
we
first
learn
about
word
formation,
particularly
conversion;
Second,
we
have
a
review
on
two
forms
of
passive
voice.
学习
目标
Knowledge
objectives:
learning
about
conversion;
a
review
on
passive
voice;
Skill
objectives:
enlarging
vocabulary
through
conversion;
recognizing
present
continuous
passive
and
present
perfect
passive;
Emotional
objectives:
respect
the
cultural
values
of
different
coming-of-age
celebrations;
Thinking
quality
objectives:
developing
an
awareness
of
the
different
cultural
values
of
customs
and
traditions
worldwide;
重点
recognizing
and
using
converted
words;
recognizing
and
using
passive
voice;
难点
Cracking
down
long
sentence
of
Link
to
NCEEP
2021
(I)
教学过程
教学环节
教师活动
学生活动
设计意图
Review
PPT
2-4
Lead
in
PPT
5-6
reviewing
the
three
methods
of
word
Formation:
suffixing,
prefixing
and
compounding;
Filling
in
the
blanks
using
the
appropriate
forms
of
the
words
given;
analyzing
formation
of
the
words
in
Exercise
II.
giving
the
definition
of
conversion
and
Examples
are
provided
here;
1.
completing
the
exercise
on
PPT
2;
2.
forming
new
words
using
the
affixes
and
words
given;
3.
learning
about
conversion
by
examples;
doing
preparations
for
the
following
lecture
on
conversion;
讲授
新课
PPT
7-16,
Word
Formation:
Conversion
PPT
7,
I.
Read
the
two
sentences
and
pay
attention
to
the
underlined
words.
Do
they
belong
to
the
same
word
class?
1.
“Jugendfeier”
began
in
the
198th
century,
when
awareness
of
civic
practices
was
on
the
rise.
2.
Their
voices
rose
when
they
talked
about
the
coming
homecoming
celebration.
PPT
8-9,
II.
Fill
in
the
blanks
in
Column
B
by
converting
a
word
in
Column
A.
Change
forms
where
necessary.
PPT
10-16,
III.
Study
the
underlined
converted
words
in
the
passage.
Try
to
explain
the
original
sentence
or
make
another
sentence
with
another
form
of
the
word.
An
example
is
given.
PPT
11,
PPT
12,
PPT
13,
PPT
14,
PPT
15,
PPT
16,
PPT
17-18,
Grammar
Highlights:
Passive
Voice
We
use
the
passive
voice
to
focus
on
the
person
or
thing
affected
by
an
action.
Sometimes,
we
use
the
passive
voice
because
we
do
not
know
or
do
not
want
to
mention
the
one
who
performs
the
action.
PPT
19-20,
Read
the
sentences.
Underline
the
passive
verbs
and
discuss
why
the
passive
voice
is
used.
PPT
21-23,
II.
Read
the
birth
traditions
in
different
countries.
Fill
in
the
blanks
with
the
appropriate
forms
of
the
verbs
in
brackets.
PPT
24-27,
Link
to
NCEEP
+
Group
Work
PPT
24,
I.
Fill
in
the
blanks
with
the
proper
forms
of
the
words
given.
PPT
25-27，Group
Work
Boy
1:
47
words
in
the
first
sentence!
Real
long!
Let’s
crack
it
down.
Boy
2:
Smile:
And
Part
II
of
the
sentence?
Boy
1:
We
are
informed
with
two
messages,
first
the
land
will
be
protected
and,
Smile:
And
where
the
protection
money
comes
from!
QM
Girl:
And
the
last
sentence
of
the
paragraph?
Smile:
Clear
now!
PPT
28,
II.
Find
out
the
converted
word
pair
in
the
following
paragraph.
PPT
29,
What
have
we
learnt
today?
PPT
33,
Homework:
Use
the
following
converted
word
pair
to
make
sentences.
Word
Formation
Grammar
Highlight
Grammar
in
Use
Group
work
Link
to
NCEEP
All
these
activities
can
be
carried
out
individually,
in
pairs
or
in
groups.
Students
may
find
the
task
I
(recognition
task)
easy.
Students
may
find
Task
II
here
a
bit
difficult
due
to
the
relevant
change
of
forms.
Students
may
find
Task
III
more
difficult
here,
because
the
requirement
to
use
the
converted
word
to
make
a
new
sentence.
Students
may
write
their
own
sentence
here,
using
the
converted
word
pair.
Students
first
have
a
review
of
the
structure
of
passive
voice.
Students
may
refer
to
Grammar
Highlights
for
the
reasons
why
passive
voice
is
used
here.
Students
may
have
problems
with
Q4
in
the
tenses
of
passive
voice.
Group
discussion
is
welcomed
here
on
the
reference
answers.
Students
may
find
the
first
sentence
of
the
chosen
paragraph
rather
long.
student
shall
actively
join
the
Group
Work
and
ask
questions
whenever
they
are
confused
here.
Students
may
find
Task
II
rather
easier
here.
In
“What
have
we
learn
today?”,
students
shall
think
over
what
has
been
listed,
and
take
some
notes
if
necessary.
Task
I
of
Conversion
is
to
identify
the
converted
pair
of
words.
Conversion
is
very
common
in
English
writing.
Task
II
here
is
designed
for
students
to
focus
on
the
related
changes
of
forms
when
the
class
of
the
word
changes.
Task
III
is
designed
for
students
to
practise
sentence
writing.
Sometimes
the
proper
use
of
conversion
may
strengthen
the
description
unexpectedly.
Task
I
of
Grammar
in
Use
is
designed
as
a
recognition
task.
Task
II
of
Grammar
in
Use
is
designed
as
a
writing
task,
using
the
proper
form
of
passive
voice.
Q4
of
Task
II
is
one
of
the
most
difficult
questions
of
Period
3.
Task
I
of
NCEEP
is
chosen
for
2
reasons:
the
long
sentence
and
the
use
of
passive
voice.
Interpretation
of
the
first
sentence
of
47
words
is
the
most
difficult
point
of
Period
3.
Group
Work
here
functions
as
a
teacher
to
guide
students
through
with
the
long
sentence.
Sentence
structure
analyses
is
a
very
useful
way
to
crack
down
long
sentence
into
relatively
separate
parts.
Mind
maps
here
are
very
useful
tools
in
leading
students
to
the
correct
answer
step
by
step.
Task
II
of
Link
to
NCEEP
is
designed
as
a
recognition
task.
Summary
here
serves
both
as
a
review
of
period
3
and
a
checklist
for
students.
课堂小结
reviewing
suffixing,
prefixing
and
compounding;
learning
about
conversion;
reviewing
two
forms
of
passive
voice;
practising
using
passive
voice;
Link
to
NCEEP
in
terms
of
passive
voice
and
conversion;
1.
completing
the
passage
using
proper
forms
of
the
words
given;
2.
forming
new
words
using
word
formation
knowledge;
3.
learning
about
conversion;
4.
practising
using
passive
voice;
5.
completing
tasks
of
Link
to
CEEPJ;
1.
reviewing
methods
of
word
formation;
2.
focusing
on
conversion,
a
new
method
of
word
formation;
3.
using
passive
voice
in
writing;
4.
cracking
down
long
sentence
and
recognizing
conversion
in
lines;
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.
Compounding
means
to
put
two
or
more
independent
words
together
and
form
a
new
word.
The
new
word
can
be
a
noun,
such
as
masterpiece,
an
adjective,
such
as
breathtaking,
or
a
verb
like
spoon-feed.
Conversion
is
a
word
formation
process
whereby
a
word
of
one
class
is
shifted
into
a
word
of
another
class
without
adding
an
affix.
Here
are
some
of
the
major
types.
We
use
the
passive
voice
to
focus
on
the
person
or
thing
affected
by
an
action.
Sometimes,
we
use
the
passive
voice
because
we
do
not
know
or
do
not
want
to
mention
the
one
who
performs
the
action.
Present
continuous
passive
Present
perfect
passive
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上外版
高一年级上
Unit
4
Customs
and
Traditions
Word
Formation
&
Grammar
in
Use
Period
3
I.
Three
Ways
to
Form
New
Words
Suffix
A
suffix
is
a
letter
or
a
group
of
letters
added
at
the
end
of
a
word
to
make
a
new
word.
Review
A
prefix
is
a
letter
or
a
group
of
letters
added
to
the
beginning
of
a
word
to
indicate
or
modify
its
meaning.
Prefix
Compounding
Compounding
means
to
put
two
or
more
independent
words
together
and
form
a
new
word.
The
new
word
can
be
a
noun,
such
as
masterpiece,
an
adjective,
such
as
breathtaking,
or
a
verb
like
spoonfeed.
II.
Complete
the
following
paragraph,
using
the
appropriate
forms
of
the
words
given.
Review
When
the
__________
(explore)
first
set
foot
upon
the
continent
of
North
America,
the
skies
and
lands
were
alive
with
an
astonishing
variety
of
wildlife.
Native
Americans
had
taken
care
of
these
precious
natural
resources
(wise).
_____________
(fortunate),
it
took
the
pioneers
and
the
_______(settle)
who
followed
only
a
few
decades
to
decimate
a
large
part
of
these
resources.
Millions
of
waterfowl
(水禽)
were
killed
at
the
hands
of
market
hunters
and
a
________
(hand)
of
overly
ambitious
__________
(sports,
man).
Millions
of
acres
of
wetlands
were
dried
to
feed
and
house
the
____________
(increase,
ever)
populations,
_________
(great)
reducing
waterfowl
habitat.
explorers
wisely
Unfortunately
settlers
handful
sportsmen
ever-increasing
greatly
III.
Forming
a
new
word
using
the
parts
given.
Review
word
base(s)
suffix
/
prefix
a
new
word
meaning
explore
-er,
explorer
wise
-ly
wisely
hand
-ful
handful
great
-ly
greatly
fortune
un-,
-ate,
-ly
unfortunately
sports,
men
sportsmen
ever,
increase
-ing
ever-increasing
探险者
n.
明智地
adv.
一小撮人
n.
极大地
adv.
不幸地
adv.
运动员
n.
日益提高的
adj.
Word
Formation:
Conversion
Lead
in
Conversion
is
a
word
formation
process
whereby
a
word
of
one
class
is
shifted
into
a
word
of
another
class
without
adding
an
affix.
Here
are
some
of
the
major
types.
(1)
noun
→
verb
conversion
The
foreign
student
values
his
exchange
experience
in
the
Chinese
high
school.
(2)
verb
→
noun
conversion
On
the
cover
page
is
the
New
Year
celebration
in
the
China
town.
Definition
Examples
Word
Formation:
Conversion
Lead
in
Conversion
is
a
word
formation
process
whereby
a
word
of
one
class
is
shifted
into
a
word
of
another
class
without
adding
an
affix.
Here
are
some
of
the
major
types.
(3)
adj.
→
verb
conversion
The
host
cleared
his
throat
before
giving
a
speech
at
the
ceremony.
(2)
adj.
→
noun
conversion
A
native
of
Britain
tends
to
talk
about
the
weather
in
English.
Definition
Examples
Word
Formation
Conversion
I.
Read
the
two
sentences
and
pay
attention
to
the
underlined
words.
Do
they
belong
to
the
same
word
class?
1.
“Jugendfeier”
began
in
the
198th
century,
when
awareness
of
civic
practices
was
on
the
rise.
2.
Their
voices
rose
when
they
talked
about
the
coming
homecoming
celebration.
...
on
the
rise
rise
as
a
noun
here;
...
voices
rose
rise
as
a
verb
here;
Word
Formation
Conversion
II.
Fill
in
the
blanks
in
Column
B
by
converting
a
word
in
Column
A.
Change
forms
where
necessary.
A
B
1.
The
photographs
of
the
coming-of-age
ceremony
from
20
years
ago
have
become
yellow
with
age.
2.
At
“Jugendfeier”
yesterday,
Mr.
Kaufmann
expressed
the
hope
that
young
students
would
take
more
responsibilities
from
then
on.
I
can
still
recognise
my
mother
although
the
photographs
_____________
with
age.
have
yellowed
Young
students
started
to
shoulder
their
responsibilities
as
Mr.
Kaufmann
_________.
hoped
Word
Formation
Conversion
II.
Fill
in
the
blanks
in
Column
B
by
converting
a
word
in
Column
A.
Change
forms
where
necessary.
A
B
3.
The
student
are
asked
to
match
the
traditions
with
the
festivals.
4.
Under
the
Migratory
Bird
Hunting
Stamp
Act
in
1934,
all
waterfowl
hunters
(16
years
of
age
and
over)
must
annually
purchase
and
carry
a
Federal
Duck
Stamp.
Some
of
the
traditions
are
not
the
right
______
for
the
festivals.
match
acted
purchase
All
waterfowl
hunters
in
the
late
1930s
______
by
the
Act,
which
meant
a
yearly
_______
of
a
Federal
Duck
Stamp,
and
carried
it
wherever
they
went
hunting.
Word
Formation
Conversion
III.
Study
the
underlined
converted
words
in
the
passage.
Try
to
explain
the
original
sentence
or
make
another
sentence
with
another
form
of
the
word.
An
example
is
given.
In
ancient
China,
when
a
girl
was
aged
15,
a
hair-pinning
ceremony
(Ji
Li)
would
be
held
to
mark
the
occasion
on
the
third
day
of
the
third
month
according
to
the
Chinese
lunar
calendar.
Girls
would
wash
and
comb
their
hair
and
a
ceremony
master
would
put
a
pin
in
it.
The
coming-of-age
ceremony
for
boys
used
to
take
place
when
they
were
20.
Respected
seniors
were
invited
to
perform
the
capping
ceremony
(Guan
Li)
for
the
boy.
Becoming
an
adult
is
an
important
stage
in
one’s
life.
It
means
that
you
need
to
shoulder
grown-up
responsibilities
while
also
enjoying
a
bigger
say
in
your
own
affairs.
Word
Formation
Conversion
III.
Study
the
underlined
converted
words
in
the
passage.
Try
to
explain
the
original
sentence
or
make
another
sentence
with
another
form
of
the
word.
An
example
is
given.
age
v.
In
ancient
China,
when
a
girl
was
aged
15,
a
hair-pinning
ceremony
would
be
held
...
n.
In
ancient
China,
at
the
age
of
15,
a
girl
would
attend
a
hair-
pinning
ceremony
which
was
held
...
n.
Inuit
boys
go
out
to
the
wilderness
with
their
fathers
between
the
ages
of
11
and
12
to
test
their
hunting
skills.
Examples
Word
Formation
Conversion
III.
Study
the
underlined
converted
words
in
the
passage.
Try
to
explain
the
original
sentence
or
make
another
sentence
with
another
form
of
the
word.
An
example
is
given.
mark
v.
In
ancient
China,
the
hair-pinning
ceremony
marked
a
girl’s
entry
into
womanhood.
n.
In
ancient
China,
the
hair-pinning
ceremony
was
a
mark
to
show
that
the
little
girl
grew
into
a
young
lady.
n.
15-year-old
is
an
age
mark
to
draw
a
line
between
little
girls
and
young
ladies.
Word
Formation
Conversion
III.
Study
the
underlined
converted
words
in
the
passage.
Try
to
explain
the
original
sentence
or
make
another
sentence
with
another
form
of
the
word.
An
example
is
given.
comb
v.
Girls
would
wash
and
comb
their
hair
and
a
ceremony
master
would
put
a
pin
in
it.
n.
At
the
hair-pinning
ceremony,
a
fine
comb
to
the
hair
was
done
by
a
senior
and
a
pin
was
worn
in
it.
n.
People
use
comb
to
comb
hair.
Word
Formation
Conversion
III.
Study
the
underlined
converted
words
in
the
passage.
Try
to
explain
the
original
sentence
or
make
another
sentence
with
another
form
of
the
word.
An
example
is
given.
cap
v.
In
ancient
China,
at
their
20th
birthday,
young
men
would
be
capped
by
a
senior,
which
is
called
Guan
Li,
representing
their
entry
into
manhood.
n.
This
is
a
baseball
cap.
n.
I
see
the
snow-capped
mountain
far
away.
Word
Formation
Conversion
III.
Study
the
underlined
converted
words
in
the
passage.
Try
to
explain
the
original
sentence
or
make
another
sentence
with
another
form
of
the
word.
An
example
is
given.
shoulder
v.
One
of
the
most
important
point
of
coming-of-age
ceremony
is
to
teach
young
men
to
shoulder
the
grown-up
responsibilities.
n.
He
lifted
the
little
kid
on
his
shoulders.
n.
Shoulder
by
shoulder
we
stand.
Word
Formation
Conversion
III.
Study
the
underlined
converted
words
in
the
passage.
Try
to
explain
the
original
sentence
or
make
another
sentence
with
another
form
of
the
word.
An
example
is
given.
say
v.
What
does
the
coming-of-age
ceremony
say
to
us?
n.
Shoulder
the
grown-up
responsibilities
and
enjoy
a
bigger
say
in
your
own
affairs.
n.
Let
him
have
his
say.
Grammar
Highlights
Passive
Voice
We
use
the
passive
voice
to
focus
on
the
person
or
thing
affected
by
an
action.
Sometimes,
we
use
the
passive
voice
because
we
do
not
know
or
do
not
want
to
mention
the
one
who
performs
the
action.
“subject
+
auxiliary
verb
(be)
+
main
verb
(-ed
form)”
National
flags
are
often
designed
with
many
kinds
of
shapes
on
them,
such
as
the
sun,
stars,
the
moon,
animals
and
bars.
Basic
structure
of
the
passive
Present
continuous
passive
“subject
+
am/is/are
being
+
main
verb
(-ed
form)”
When
the
national
flags
is
being
raised,
students
should
stand
at
attention
and
salute
according
to
the
constitution.
Grammar
Highlights
Passive
Voice
We
use
the
passive
voice
to
focus
on
the
person
or
thing
affected
by
an
action.
Sometimes,
we
use
the
passive
voice
because
we
do
not
know
or
do
not
want
to
mention
the
one
who
performs
the
action.
“subject
+
has/have
been
+
main
verb
(-ed
form)”
Laws
have
been
made
to
govern
the
use
of
the
national
flag.
Present
perfect
passive
Grammar
in
Use
Passive
Voice
I.
Read
the
sentences.
Underline
the
passive
verbs
and
discuss
why
the
passive
voice
is
used.
1.
In
some
Indian
families,
the
sacred
thread
ceremony
is
performed
when
a
boy
is
grown-up.
Here
passive
voice
is
used
because
we
do
not
want
to
mention
the
one
who
performs
the
action.
Grammar
in
Use
Passive
Voice
I.
Read
the
sentences.
Underline
the
passive
verbs
and
discuss
why
the
passive
voice
is
used.
2.
It
is
said
that
the
sacred
thread
ceremony
marks
a
new
life.
Passive
voice
is
used
here
because
we
do
not
know
who
actually
says
these
words.
II.
Read
the
birth
traditions
in
different
countries.
Fill
in
the
blanks
with
the
appropriate
forms
of
the
verbs
in
brackets.
1.
When
a
baby
turns
one
month
old
in
China,
a
Full
Moon
ceremony
1
__________
(hold)
to
celebrate
the
first
full
month
of
life.
Grammar
in
Use
is
held
Passive
Voice
2.
In
Finland,
babies
come
with
a
box!
For
the
past
75
years,
Finland’s
mothers-to-be
2
__________
a
box
by
the
government.
It’s
a
starter
kit
of
nappies,
clothes,
sheets
and
toys.
are
given
II.
Read
the
birth
traditions
in
different
countries.
Fill
in
the
blanks
with
the
appropriate
forms
of
the
verbs
in
brackets.
3.
In
a
hospital
in
Brazil,
different
kinds
of
gifts
3
__________
(choose)
by
a
soon-to-be
mother
as
she
asks
her
husband
for
advice.
The
gifts
4
______
_
(give)
to
each
person
who
comes
to
the
hospital
when
the
baby
is
born.
Grammar
in
Use
are
chosen
Passive
Voice
are
given
II.
Read
the
birth
traditions
in
different
countries.
Fill
in
the
blanks
with
the
appropriate
forms
of
the
verbs
in
brackets.
4.
In
Jamaica,
a
mother
who
gave
birth
to
a
baby
girl
yesterday
is
now
busy
in
the
garden.
The
afterbirth
and
the
cord
5
_____
already
____________
(bury)
by
her
in
person
in
a
specially
chosen
location
and
a
tree
6
____
now
_____________
(plant)
on
that
spot.
The
tree
7
_____
__________(provide)
by
her
parents
before
the
birth
of
the
baby.
This
tradition
comes
from
a
Jamaican
expression
that
says,
“Home
is
where
your
navel
string
is
buried.”
Grammar
in
Use
have
Passive
Voice
been
buried
is
being
planted
was
provided
Link
to
NCEEP
I.
Fill
in
the
blanks
with
the
proper
forms
of
the
words
given.
NCEEP:
The
National
College
Entrance
Examination
Papers
2021
(I)
About
98
cents
of
every
duck
stamp
dollar
goes
directly
into
the
Migratory
Bird
Conservation
Fund
to
purchase
wetlands
and
wildlife
habitat
for
inclusion
into
the
National
Wildlife
Refuge
System
—
a
fact
that
ensures
this
land
_________________
(protect)
and
available
for
all
generations
to
come.
Since
1934,
better
than
half
a
billion
dollars
has
gone
into
that
Fund
to
purchase
more
than
5
million
acres
of
habitat.
Little
wonder
the
Federal
Duck
Stamp
Program
_______________
(call)
one
of
the
most
successful
conservation
programs
that
_____
ever
______________
(initiate).
will
be
protected
has
been
called
have
been
initiated
Group
Work
47
words
in
the
first
sentence!
Real
long!
Let’s
crack
it
down.
And
Part
II
of
the
sentence?
Crack
Down
the
Long
Sentence
About
98
cents
of
every
...
dollar
[S]
goes
...
into
...
[V]
MBC
Found
to
do
purchase
...
[O]
每块钱中有98分直接募集给MBC基金，用来购买...
Part
I
of
the
Sentence
Group
Work
And
where
the
protection
money
comes
from!
Crack
Down
the
Long
Sentence
－
a
fact
that
ensures
...
=
It
is
a
fact.
The
fact
ensures
...
this
land
will
be
protected
and
available
for
sb.
这项法案的落实确保为了后世子孙(的福祉)，这片土地将得到保护。
Part
II
of
the
Sentence
[S]
[V]
We
are
informed
with
two
messages,
first
the
land
will
be
protected
and,
Group
Work
And
the
last
sentence
of
the
paragraph?
Clear
now!
Crack
Down
the
Long
Sentence
Little
wonder
(that
)
the
...
Program
has
been
called
...
毫无疑问,
联邦野生水鸟邮票项目被称作是......。
The
Last
Sentence
=
It
is
no
wonder
that
the
...
Program
has
been
called
...
Link
to
NCEEP
NCEEP:
The
National
College
Entrance
Examination
Papers
2021
(I)
Although
the
continuing
popular
appeal
of
emotional
intelligence
is
desirable,
we
hope
that
such
attention
will
excite
a
greater
interest
in
the
scientific
and
scholarly
study
of
emotion.
It
is
our
hope
that
in
coming
decades,
advances
in
science
will
offer
new
perspectives
(
视角)
from
which
to
study
how
people
manage
their
lives.
Emotional
intelligence,
with
its
focus
on
both
head
and
heart,
may
serve
to
point
us
in
the
right
direction.
II.
Find
out
the
converted
word
pair
in
the
following
paragraph.
hope:
verb
→
noun
study:
noun
→
verb
Summary
What
have
we
learnt
today?
√
Four
methods
to
form
a
new
word,
namely
suffixing,
prefixing,
compounding
and
conversion;
√
Link
to
NCEEP;
√
Grammar
Highlights;
√√
a
review
of
passive
voice
and
related
exercises;
√√
conversion
and
related
exercises;
√√
cracking
down
the
long
sentences;
√√
passive
voice;
conversion;
Homework
Use
the
following
converted
word
pair
to
make
sentences.
1.
value:
noun
→
verb
2.
measure:
noun
→
verb
3.
view:
verb
→
noun
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