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(共20张PPT)
Unit 4 Stage and screen
Using language
新标准《英语》高中必修第二册
-ing as adverbial
Unit
Activity 1
Look at the sentences from the reading passage and answer the questions.
a. Having seen quite a few productions of Hamlet and read the play many times, I was full of confidence — until the Peking Opera came to town!
b. … seeing the main characters come on stage, I was surprised!
1. In sentence (a), who had seen quite a few productions of Hamlet and read the play many times
In sentence (b), who saw the main characters come on stage
2. Is this structure used more often in spoken or written English
“I”
“I”
It’s used more often in written English.
Compare them with the following sentences and answer the questions.
c. Since I had seen quite a few productions of Hamlet and read the play many times, I was full of confidence — until the Peking Opera came to town!
d. … when I saw the main characters come on stage, I was surprised!
3. What is the difference between the two groups of sentences
4. Why does the author choose to use sentences (a) and (b) in the reading passage
The first group uses present participles as adverbial while the second group uses adverbial clauses.
The sentences from the reading passage are more concise and formal.
Activity 2
Complete the journal entry with the correct form of the verbs in brackets.
Seeing
felt
making
to practise
Feeling
knowing
Activity 3
Rewrite the paragraph using the -ing form.
Possible version:
I went to watch the ballet The Peony Pavilion last night. Having thought ballet was more or less the same everywhere, I was totally unprepared for its unique beauty. As soon as the curtain rose, I was absorbed. Borrowing a lot from Chinese dance and music, the Eastern influence on the ballet was clear. The production was full of colours and romantic symbols, challenging my senses in new ways. Enjoying it so much, I have changed my opinion about ballet. I can’t wait to go again!
Types of TV programme
Activity 4
What do you know about these types of TV programme
Can you think of some examples of each type
Activity 5
Read and match the descriptions to the types of TV programme in Activity 4. Underline the words and expressions describing them.
1-c
2-e
3-d
4-a
5-b
6-f
Activity 6
Work in pairs. Talk about your favourite TV programme using the words and expressions you have learnt.
A: What’s your favourite TV programme
B: My favourite TV programme is… It’s a…
A: Why do you like it
…
Watching a performance
Unit
Brief introduction about Glastonbury Festival
2
Meet at London Victoria
Take a coach to Castle Cary
Camp for four nights
Take a tent and a rain jacket
Activity 7
Listen to the conversation and choose the correct memo.
1
Meet at London Paddington
Take a train to Castle Cary
Stay in a hotel for four nights
Take a rain jacket and food
3
Meet at London Victoria
Take a coach to the festival site
Camp for four nights
Take a tent and an umbrella
Activity 8
24; 28
London Paddington; 70.40
London Victoria; 30
10:00 am
10:30 pm
Activity 8
Listen again and complete the flyer.
Now talk about how Josh makes arrangements. Listen again if necessary.
Introduce Josh’s arrangements by referring to the memo and the flyer, using some linking words in order to be more organised.
When making an arrangement to a performance, take the following basic elements into account.
basic elements of
making an
arrangement to
a performance
the time of the performance
the place of the performance
the time to meet with each other
the place to meet with each other
the means of transport to the performance
accommodation
some personal necessities
…
Activity 9
Work in pairs. Act out the conversation about making arrangements to go to a comedy show.
Student A: Turn to Page 106.
Student B: Turn to Page 110.
Activity 10
Work in pairs. Make arrangements to attend a concert in another city.
THANK YOU

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