Unit 5 Using language 语法课课件-高中英语外研版必修第二册.pptx

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1、Senior English by FLTRP Book IIUnit 5 On the RoadGrammar:-ing as AttributiveContentsTeaching BackgroundTeaching ObjectivesKey&Difficult Points Teaching Methods&AidsTeaching ProceduresBlackboard DesignReflectionTeaching BackgroundAnalysis of Teaching MaterialThe theme of this unit is man and nature:t

2、o understand the customs of different countries and respect cultural diversity.This lesson is the Using language of the unit,focused on-ing as attributive with three different exercises.Before this unit,students have learnt-ing as adverbial in the preivous unit and attributive clause in Book I.Analy

3、sis of StudentsWhat they haveWhat they needswift mind,active&cooperative attitude,interested in learningbe aware of importance of grammar in language learningbut not so good at grammar using be conscious of the different language features between English and Chinese Teaching ObjectivesKey Competency

4、 DevelopmentLanguage Abilityunderstand accurately-ing as attributive.express appropriately-ing as attributive.Thinking Capacityidentify and extract key issues from complex information by observation and comparison;summarize through induction;deal with learning problems through deduction.Learning Abi

5、litydevelop the autonomy learning ability.improve their ability of analyzing and language perception while learning.Cultural Awarenessexperience the language beauty;master the language differences between English and Chinese.Key&Difficult Points of TeachingKey pointsLearn to use ing as the attributi

6、ve.Understand the differences of attributive between English and Chinese Difficult pointImprove their ability of observing,analyzing,discovering,and inducting.Teaching methodsThe guided discovery methodTask-based language teachingPPP model of teachingTeaching aids:PPT,book,learning sheetLearning str

7、ategy:individual work,pair work,group work and class work.Teaching Procedures Duration:45 minutesStepsStepsActivitiesActivitiesLearning Learning strategiesstrategiesWays of Ways of learninglearning1.Lead-insample sentences from reading passage observation&discoverypair work2.Presentationthe usage of

8、 -ing as attributiveinductionclass work3.Practiceblanking-filling,sentence substitution exercisemechanical drills individual work4.Productiontasks with the practice of -ing as attributive meaningful usage group work5.Cultural Tipdifferences between English and Chinese in attributivededuction class w

9、ork6.Quiz Timeself-assessment individual work7.Summary&Homeworkexercises relevant to what have learntindividual work1 Lead in1.in sentence(a),who read the blog?2.in sentence(b),what is rising?2 Grammar learningWhen do we put the-ing form before the noun it modifies and when do we put it after?If we

10、use one single-ing form to modify a noun,we usually put it before the noun.If the ing form plus other words is used to modify a noun,it is usually put after the noun.What is the difference between the two groups of sentences?Why does the author choose to use sentences(a)and(b)in the reading passage?

11、1)单个现在分词作定语，一般置于被修饰的名词之前，常表示正在进行的动作。Eg.leaking pipes2)若被修饰的代词为 those，something,everything,nothing 等，则现在分词要放在其后。Eg.He is reading something interesting.3)现在分词短语作定语，置于被修饰的名词之后。Eg.If you see soldiers wearing sky-blue helmets,they are UN peacekeepers.4)当现在分词或现在分词短语位于被修饰的名词之后时，往往可用定语从句替代。Eg.Peter received

12、 a letter saying his grandma would come to see him soon.=Peter received a letter which/that said his grandma would come to see him soon.-ing as attributiveObserving and Summarizing：1.He is an attacking player.2.He asked an embarrassing question.3.Do you know the number of people coming to the party?

13、4.The boy standing by the window is my classmate.感悟：如果是单个的现在分词形式作定语，常被放在被修饰词之_，做_置定语前前前前v-ing做定做定语时的位置（之一）的位置（之一）v-ing做定语时的位置（之二）A.Do you know the number of people coming to the party?B.The boy standing by the window is my classmate.感悟：1.如果是现在分词形式的短语作定语，则常放在被修饰词之 _ 做 _置定语。2.短语作定语时,放在所修饰的名词之后,在意思上相当于

14、一个_从句。后后后后定定语1.The brave firefighter ran into the _(burn)building and saved the frightened child.2.The _(sing)girl is my classmate.3.China is a _(develop)country.4.We are impressed with the _(move)film.5.She found herself in an_(embarrass)situation.singingembarrassingdevelopingmovingburning 3 Gramma

15、r Practice(1)3 Grammar Practice(2)Rewrite the underlined words using the-ing form.The Bernina Express follows a route that runs from Eastern Switzerland to Northern Italy.People who travel aboard the Bernina Express have the chance to see incredible views.The landscape that lines the route is beauti

16、ful and dramatic,with snowy mountains and green valleys.There is no doubt that the Bernina Express is a journey for travelers who want to get back to nature:the train window becomes the TV screen,and the natural world is the show.that runswho travelthat lineswho wantrunningrunningtravelingtravelingl

17、iningliningwantingwanting4 ProductionRewrite the advertisement using the-ing form to make it more compact and coherent.1.通常是放在被修通常是放在被修饰词的前面的前面2.和被修和被修饰词之之间的关系的关系表主表主动、表、表进行行表主表主动不表不表进行，行，相当于形容相当于形容词图形说明：现在分词作前置定语-ing做前置定做前置定语 5 Cultural Tip1.一般式一般式(1)用法和被修用法和被修饰词之之间的关系的关系(2)定定语从句可从句可转化化为现在分在分词作定作定语

18、2.被被动式式(1)公式：公式：being done (2)和被修和被修饰词之之间是是逻辑上的上的动宾关系关系图形说明：现在分词作后置定语-ing做后置定做后置定语What about What about Chinese?Chinese?6 Quiz TimeA small quiz helps students know how to use the grammatical item better.7 Summary&HomeworkFinish the exercise sheet about using-ing as attributive.Prepare for the next c

19、lass:Choose a destination&prepare your trip.Share it with classmates next time.Blackboard design-ing as attributive单个现在分词作定语，一般置于被修饰的名词之前，常表示正在进行的动作。若被修饰的代词为 those，something,everything,nothing 等，则现在分词要放在其后。现在分词短语作定语，置于被修饰的名词之后。当现在分词或现在分词短语位于被修饰的名词之后时，往往可用定语从句替代。Reflection1.I can rate my performance.

20、1(excellent),2(good)or3(in need of improvement)make plans for a trip ask for and give information develop a broader understanding of the world respect different cultures and appreciate cultural diversity 2.Ive learnt to make use of the following words&expressions:3.I still need to improve:Thanks for listening!