外研版（2019） 必修第二册 Unit 5 On the Road Using language 语法课(共23张PPT)

(共23张PPT)
Senior English by FLTRP Book II
Unit 5 On the Road
Grammar: -ing as Attributive
Contents
Teaching Background
Teaching Objectives
Key & Difficult Points
Teaching Methods & Aids
Teaching Procedures
Blackboard Design
Reflection
Teaching Background
Analysis of Teaching Material
The theme of this unit is man and nature: to 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 .
Analysis of Students
What they have What they need
swift mind, active & cooperative attitude, interested in learning be aware of importance of grammar in language learning
but not so good at grammar using be conscious of the different language features between English and Chinese
Teaching Objectives
Key Competency Development
Language Ability
understand accurately -ing as attributive.
express appropriately -ing as attributive.
Thinking Capacity
identify and extract key issues from complex information by observation and comparison;
summarize through induction;
deal with learning problems through deduction.
Learning Ability
develop the autonomy learning ability.
improve their ability of analyzing and language perception while learning.
Cultural Awareness
experience the language beauty;
master the language differences between English and Chinese.
Key & Difficult Points of Teaching
Key points
Learn to use –ing as the attributive.
Understand the differences of attributive between English and Chinese
Difficult point
Improve their ability of observing, analyzing, discovering, and inducting.
Teaching methods
Teaching aids: PPT, book, learning sheet
Learning strategy: individual work, pair work, group work and class work.
Teaching Procedures Duration:45 minutes
Steps Activities Learning strategies Ways of learning
1. Lead-in sample sentences from reading passage observation & discovery pair work
2. Presentation the usage of -ing as attributive induction class work
3. Practice blanking-filling, sentence substitution exercise mechanical drills individual work
4. Production tasks with the practice of -ing as attributive meaningful usage group work
5. Cultural Tip differences between English and Chinese in attributive deduction class work
6. Quiz Time self-assessment individual work
7. Summary & Homework exercises relevant to what have learnt individual work
1 Lead in
1. in sentence (a), who read the blog
2. in sentence (b), what is rising
2 Grammar learning
When do we put the -ing form before the noun it modifies and when do we put it after
If we 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
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 pipes
2)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 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 attributive
Observing 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
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
v-ing做定语时的位置（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,在意思上相当于一个____从句。
后
后
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.
singing
embarrassing
developing
moving
burning
3 Grammar 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 beautiful 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 runs
who travel
that lines
who want
running
traveling
lining
wanting
4 Production
Rewrite the advertisement using the -ing form to make it more compact and coherent.
1.通常是放在被修饰词的前面
2. 和被修饰词之间的关系
表主动、表进行
表主动不表进行，
相当于形容词
图形说明：现在分词作前置定语
-ing做前置定语
5 Cultural Tip
1.一般式
(1) 用法和被修饰词之间的关系
(2) 定语从句可转化为现在分词作定语
2 .被动式
(1)公式：being done
(2) 和被修饰词之间是逻辑上的动宾关系
图形说明：现在分词作后置定语
-ing做后置定语
What about Chinese
6 Quiz Time
A small quiz helps students know how to use the grammatical item better.
7 Summary & Homework
Finish the exercise sheet about using -ing as attributive.
Prepare for the next class: 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。
Reflection
1. I can rate my performance.
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. I’ve learnt to make use of the following words & expressions:
3. I still need to improve:
Thanks for listening!