外研版（2019）必修第三册Unit2 Making a difference-Using language课件（33张PPT）
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| 名称 | 外研版（2019）必修第三册Unit2 Making a difference-Using language课件（33张PPT） |  | |
| 格式 | zip | ||
| 文件大小 | 704.7KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-06-17 09:41:25 | ||
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文档简介
(共33张PPT)
Using language
Unit 2 Making a difference
目录
contents
Grammar
Vocabulary building
Listening & speaking
Homework
I
II
III
Ⅳ
I
Grammar
a ... Ryan had trouble believing the words spoken by his
teacher ...
b In Uganda, Ryan at last saw the finished well with his own
eyes.
Grammar: -ed as attributive
1. What was spoken in sentence (a) What was finished in
sentence (b)
Look at the sentences from the reading passage and answer the questions.
“The words” were spoken in sentence (a).
“The well” was finished in sentence (b).
Grammar: -ed as attributive
2. Why does the author use -ed instead of -ing
Because “the words” were “spoken” instead of “speaking”, and “the well” was “finished” instead of “ finishing”. The words in bold show passive instead of active actions.
a ... Ryan had trouble believing the words spoken by his teacher ...
b In Uganda, Ryan at last saw the finished well with his own.
a ... Ryan had trouble believing the words spoken by his
teacher ...
b In Uganda, Ryan at last saw the finished well with his own
eyes.
Look at the sentences from the reading passage and answer the questions.
c ... Ryan had trouble believing the words which were
spoken by his teacher ...
d In Uganda, Ryan at last saw the well, which was finished,
with his own eyes.
Grammar: -ed as attributive
3. What is the difference between the two groups of sentences
Compare them with the following sentences and answer the questions.
Sentences (a) and (b) contained -ed as attributive while sentences (c) and (d) contain attributive clauses.
Grammar: -ed as attributive
4. Why does the author choose to use -ed instead of an
attributive clause in the reading passage
The sentences using -ed as attributive are more concise and formal.
c ... Ryan had trouble believing the words which were
spoken by his teacher ...
d In Uganda, Ryan at last saw the well, which was finished,
with his own eyes.
Compare them with the following sentences and answer the questions.
Grammar: -ed as attributive
Review: 过去分词是动词的一种非限定形式，性质上相当于形容词或副词，在句子中可以作表语、定语、宾语补足语和状语，一般表示完成或被动的意思。
过去分词作定语
过去分词作定语的用法如下:
1)单个分词作定语，一般置于被修饰的名词之前，常表示已经完成的动作（或没有一定时间性的动作）。
eg: In Uganda, Ryan at last saw the finished well with his own eyes. 在乌干达，Ryan 终于亲眼见到了已经完工的井。
Grammar: -ed as attributive
过去分词作定语
2)若被修饰的代词为those, something, everything, nothing等，则过去分词要放在其后。
eg: He is one of those invited. 他是受邀人之一。
3) 过去分词短语作定语，置于所修饰的名词之后。
eg: Would you like to explain the detail in problems mentioned in this chapter 你愿意详细解释一下这一章提到的问题吗？
Grammar: -ed as attributive
过去分词作定语
4)当过去分词或过去分词短语位于被修饰的名词之后
时，往往可用定语从句代替。
eg: Most of the guests invited to the party were my
classmates.
= Most of the guests who were invited to the party were
my classmates.
大部分受邀参加此次聚会的宾客都是我的同学。
Grammar: -ed as attributive
Read the discussion between two students about Ryan’s foundation. Rewrite the underlined sentences using the
-ed form.
Ryan is a young man admired by a lot of people. The money raised by his foundation supports schools and communities in Africa.
Ryan is a young man who is admired by a lot of people. The money which is raised by his foundation supports schools and communities in Africa. I think digging…
Read the discussion between two students about Ryan’s foundation. Rewrite the underlined sentences using the
-ed form.
Grammar: -ed as attributive
... to solve the problem of water shortage in Africa. As in the words which were spoken by Ryan, we need to not only donate money but also get new ideas. I think the support which is needed includes new technology for recycling water and education on how to use and save water.
As in the words spoken by Ryan, we need to not only donate money but also get new ideas. I think the support needed includes new technology for recycling water and education on how to use and save water.
Grammar: -ed as attributive
Read the passage and choose the correct form of the verbs.
The United Nations Children’s Fund, also knowing / known as UNICEF, is a United Nations (UN) organization
basing / based in New York. It offers help needing / needed by children
all over the world.
Grammar: -ed as attributive
Read the passage and choose the correct form of the verbs.
UNICEF was founded on 11 December 1946, to provide food and healthcare to children in countries damaging /damaged
in World War II. Since 1953, UNICEF has taken up an extended mission to help children in the developing / developed world, including those living / lived with
Grammar: -ed as attributive
Read the passage and choose the correct form of the verbs.
diseases or disabilities, and those affecting / affected by rapid modernisation and environmental problems. Now, UNICEF has been working to improve the lives of children and their families across 190 countries and territories.
II
Vocabulary building
Vocabulary building: Personal qualities
Read the descriptions and underline the words that describe personal qualities.
Vocabulary building: Personal qualities
Read the descriptions and underline the words that describe personal qualities.
Liu Tao:
He’s sensitive and rather serious, which sometimes makes him appear to be a little bookish. But he’s also an independent thinker. He always knows how to make wise decisions.
Vocabulary building: Personal qualities
Read the descriptions and underline the words that describe personal qualities.
Li Mei:
She is usually shy, but she’s generous and
never hesitates to help. She’s also the most honest person I know. I can always trust her with my secrets.
Vocabulary building: Personal qualities
Tim:
He’s always confident about everything. He’s a good public speaker and I have never seen him get nervous. And he’s creative. He often comes up with good ideas.
Read the descriptions and underline the words that describe personal qualities.
Vocabulary building: Personal qualities
Anna:
She’s easygoing with a sense of humor. She’ll try to cheer you up if you have a problem, but she’s kind of lazy. Her desk is extremely messy!
Read the descriptions and underline the words that describe personal qualities.
Vocabulary building: Personal qualities
Work in pairs. Talk about people’s personal qualities using the words you have learnt.
Example:
A: I think my cousin is very brave.
B: Why do you think so
…
III
Listening & speaking
Listening & speaking: Before listening
Do You Know
Ryan’s charity work is not unusual.
Many people donate money and others volunteer to help run charities. On most UK high streets, for example, you will often come across people raising money and looking for volunteers for Cancer Research UK, the British Heart
Listening & speaking: Before listening
Foundation, the Royal National
Lifeboat Institution and many more. In
China, volunteers are also playing an increasingly important role in
environmental protection, disability assistance and many other fields.
a teaching children with disabilities
b when Sarah can start work
c if Sara is suitable for the work
d horses and being with children
e helping out three times a week
f taking care of old people
Listening & speaking: While-listening
Listen to the phone enquiry and complete the sentences with the correct ending.
1 Sarah likes ____.
2 The man suggests ___.
3 Erica Marshall needs
to know ____.
d
a
c
Listening & speaking: While-listening
Listen again and complete the form.
Winchester Volunteer Center
Registration Form
Personal information
Name: Sarah White
telephone: 077 8665 3048
preferred field: 1. _____________________
working with children
Listening & speaking: While-listening
Voluntary work description
Intended voluntary work: teaching children with disabilities
____________ at Peter’s Stables
Aim: for the children to 3. ________ and realise that they can 4. ________________ in spite of their disabilities
Role: working 5. ___________ with the same children in order to 6. ____________________________
riding horses
have fun
still enjoy sports
one on one
build a relationship with them
Listening & speaking: While-listening
Additional information needed
Your previous experience 7. _______________
A 8. ____________________________________ for confirmation
Available working hours
as a volunteer
reference from someone who knows you
Listening & speaking: Post-listening
Before making a phone enquiry, take a moment to
prepare your questions. Take notes if necessary. Also,
remember that it’s okay to ask again when you think
it’s not clear enough!
Learning to learn.
Listening & speaking: Pair work
Work in pairs and act out a telephone enquiry.
Student A: Turn to Page 81.
Student B: Turn to Page 84.
IV
Homework
Homework
1. Summarize the usage of -ed as attributive and do the relevant exercises.
2. Think about other voluntary
work you would like to be involved in, and have a similar conversation.
Using language
Unit 2 Making a difference
目录
contents
Grammar
Vocabulary building
Listening & speaking
Homework
I
II
III
Ⅳ
I
Grammar
a ... Ryan had trouble believing the words spoken by his
teacher ...
b In Uganda, Ryan at last saw the finished well with his own
eyes.
Grammar: -ed as attributive
1. What was spoken in sentence (a) What was finished in
sentence (b)
Look at the sentences from the reading passage and answer the questions.
“The words” were spoken in sentence (a).
“The well” was finished in sentence (b).
Grammar: -ed as attributive
2. Why does the author use -ed instead of -ing
Because “the words” were “spoken” instead of “speaking”, and “the well” was “finished” instead of “ finishing”. The words in bold show passive instead of active actions.
a ... Ryan had trouble believing the words spoken by his teacher ...
b In Uganda, Ryan at last saw the finished well with his own.
a ... Ryan had trouble believing the words spoken by his
teacher ...
b In Uganda, Ryan at last saw the finished well with his own
eyes.
Look at the sentences from the reading passage and answer the questions.
c ... Ryan had trouble believing the words which were
spoken by his teacher ...
d In Uganda, Ryan at last saw the well, which was finished,
with his own eyes.
Grammar: -ed as attributive
3. What is the difference between the two groups of sentences
Compare them with the following sentences and answer the questions.
Sentences (a) and (b) contained -ed as attributive while sentences (c) and (d) contain attributive clauses.
Grammar: -ed as attributive
4. Why does the author choose to use -ed instead of an
attributive clause in the reading passage
The sentences using -ed as attributive are more concise and formal.
c ... Ryan had trouble believing the words which were
spoken by his teacher ...
d In Uganda, Ryan at last saw the well, which was finished,
with his own eyes.
Compare them with the following sentences and answer the questions.
Grammar: -ed as attributive
Review: 过去分词是动词的一种非限定形式，性质上相当于形容词或副词，在句子中可以作表语、定语、宾语补足语和状语，一般表示完成或被动的意思。
过去分词作定语
过去分词作定语的用法如下:
1)单个分词作定语，一般置于被修饰的名词之前，常表示已经完成的动作（或没有一定时间性的动作）。
eg: In Uganda, Ryan at last saw the finished well with his own eyes. 在乌干达，Ryan 终于亲眼见到了已经完工的井。
Grammar: -ed as attributive
过去分词作定语
2)若被修饰的代词为those, something, everything, nothing等，则过去分词要放在其后。
eg: He is one of those invited. 他是受邀人之一。
3) 过去分词短语作定语，置于所修饰的名词之后。
eg: Would you like to explain the detail in problems mentioned in this chapter 你愿意详细解释一下这一章提到的问题吗？
Grammar: -ed as attributive
过去分词作定语
4)当过去分词或过去分词短语位于被修饰的名词之后
时，往往可用定语从句代替。
eg: Most of the guests invited to the party were my
classmates.
= Most of the guests who were invited to the party were
my classmates.
大部分受邀参加此次聚会的宾客都是我的同学。
Grammar: -ed as attributive
Read the discussion between two students about Ryan’s foundation. Rewrite the underlined sentences using the
-ed form.
Ryan is a young man admired by a lot of people. The money raised by his foundation supports schools and communities in Africa.
Ryan is a young man who is admired by a lot of people. The money which is raised by his foundation supports schools and communities in Africa. I think digging…
Read the discussion between two students about Ryan’s foundation. Rewrite the underlined sentences using the
-ed form.
Grammar: -ed as attributive
... to solve the problem of water shortage in Africa. As in the words which were spoken by Ryan, we need to not only donate money but also get new ideas. I think the support which is needed includes new technology for recycling water and education on how to use and save water.
As in the words spoken by Ryan, we need to not only donate money but also get new ideas. I think the support needed includes new technology for recycling water and education on how to use and save water.
Grammar: -ed as attributive
Read the passage and choose the correct form of the verbs.
The United Nations Children’s Fund, also knowing / known as UNICEF, is a United Nations (UN) organization
basing / based in New York. It offers help needing / needed by children
all over the world.
Grammar: -ed as attributive
Read the passage and choose the correct form of the verbs.
UNICEF was founded on 11 December 1946, to provide food and healthcare to children in countries damaging /damaged
in World War II. Since 1953, UNICEF has taken up an extended mission to help children in the developing / developed world, including those living / lived with
Grammar: -ed as attributive
Read the passage and choose the correct form of the verbs.
diseases or disabilities, and those affecting / affected by rapid modernisation and environmental problems. Now, UNICEF has been working to improve the lives of children and their families across 190 countries and territories.
II
Vocabulary building
Vocabulary building: Personal qualities
Read the descriptions and underline the words that describe personal qualities.
Vocabulary building: Personal qualities
Read the descriptions and underline the words that describe personal qualities.
Liu Tao:
He’s sensitive and rather serious, which sometimes makes him appear to be a little bookish. But he’s also an independent thinker. He always knows how to make wise decisions.
Vocabulary building: Personal qualities
Read the descriptions and underline the words that describe personal qualities.
Li Mei:
She is usually shy, but she’s generous and
never hesitates to help. She’s also the most honest person I know. I can always trust her with my secrets.
Vocabulary building: Personal qualities
Tim:
He’s always confident about everything. He’s a good public speaker and I have never seen him get nervous. And he’s creative. He often comes up with good ideas.
Read the descriptions and underline the words that describe personal qualities.
Vocabulary building: Personal qualities
Anna:
She’s easygoing with a sense of humor. She’ll try to cheer you up if you have a problem, but she’s kind of lazy. Her desk is extremely messy!
Read the descriptions and underline the words that describe personal qualities.
Vocabulary building: Personal qualities
Work in pairs. Talk about people’s personal qualities using the words you have learnt.
Example:
A: I think my cousin is very brave.
B: Why do you think so
…
III
Listening & speaking
Listening & speaking: Before listening
Do You Know
Ryan’s charity work is not unusual.
Many people donate money and others volunteer to help run charities. On most UK high streets, for example, you will often come across people raising money and looking for volunteers for Cancer Research UK, the British Heart
Listening & speaking: Before listening
Foundation, the Royal National
Lifeboat Institution and many more. In
China, volunteers are also playing an increasingly important role in
environmental protection, disability assistance and many other fields.
a teaching children with disabilities
b when Sarah can start work
c if Sara is suitable for the work
d horses and being with children
e helping out three times a week
f taking care of old people
Listening & speaking: While-listening
Listen to the phone enquiry and complete the sentences with the correct ending.
1 Sarah likes ____.
2 The man suggests ___.
3 Erica Marshall needs
to know ____.
d
a
c
Listening & speaking: While-listening
Listen again and complete the form.
Winchester Volunteer Center
Registration Form
Personal information
Name: Sarah White
telephone: 077 8665 3048
preferred field: 1. _____________________
working with children
Listening & speaking: While-listening
Voluntary work description
Intended voluntary work: teaching children with disabilities
____________ at Peter’s Stables
Aim: for the children to 3. ________ and realise that they can 4. ________________ in spite of their disabilities
Role: working 5. ___________ with the same children in order to 6. ____________________________
riding horses
have fun
still enjoy sports
one on one
build a relationship with them
Listening & speaking: While-listening
Additional information needed
Your previous experience 7. _______________
A 8. ____________________________________ for confirmation
Available working hours
as a volunteer
reference from someone who knows you
Listening & speaking: Post-listening
Before making a phone enquiry, take a moment to
prepare your questions. Take notes if necessary. Also,
remember that it’s okay to ask again when you think
it’s not clear enough!
Learning to learn.
Listening & speaking: Pair work
Work in pairs and act out a telephone enquiry.
Student A: Turn to Page 81.
Student B: Turn to Page 84.
IV
Homework
Homework
1. Summarize the usage of -ed as attributive and do the relevant exercises.
2. Think about other voluntary
work you would like to be involved in, and have a similar conversation.