资源简介

(共65张PPT)
LESSON 1
ROOT AND SHOOTS
UNIT 8 GREEN LIVING
To read and talk about the educational organisation "Roots and Shoots";
To read for general understanding and structure of the text;
To compare personal opinions with the ideas of others;
To read for specific information to understand words in context;
To learn and practise using verb-ing and verb-ed forms;
To understand and learn words and expressions in context;
To improve critical thinking skills.
LEARNING OBJECTIVES
To answer the comprehension questions;
To get key information in the text;
To summarize the text after reading;
To learn words and expressions in context;
To struggle with complicated sentence structures;
To think critically and express opinions freely.
KEY POINTS AND DIFFICULT POINTS
LEADING IN
What can you do to promote green living
not to leave the tap running
to pick up litter
to plant more trees
to be a volunteer for an environmental organization
not to leave the house with lights still on
to ride bikes on short journeys
to use less tissue paper
Pair Work Look at the pictures. Discuss the following questions.
What is happening in each picture
Have you ever done any of these things
What would happen if everybody did the same things
ACTIVATE AND SHARE
Leave the tap running while you brush your teeth.
Leave a light on when you go out.
Drop a piece of litter and cannot be bothered to pick it up.
ACTIVATE AND SHARE
What other similar behaviors do you know
ACTIVATE AND SHARE
READ AND EXPLORE
1. Why does the author mention “Just-me-ism” in Paragraph 1
A. To show the importance of each individual.
B. To reveal the damage humans do to the world.
C. To call on people to save energy.
D. To inform us of some awful facts.
√
Read the text and answer the questions.
READ AND EXPLORE
2. For what purpose was Roots & Shoots founded
A. To teach people how to be a person with a green thumb.
B. To educate young people to take action for the environment.
C. To promote the study of chimpanzees.
D. To help educate young people to have a bright future.
Read the text and answer the questions.
√
READ AND EXPLORE
3. Who does Roots & Shoots represent
A. Researchers at the institute.
B. Ordinary people in peace with nature.
C. Children in primary schools.
D. Young people around the world.
4. What does Roots & Shoots emphasize
A. The importance of each individual.
B. The importance of wildlife protection.
C. The education of next generation.
D. The urgency of environmental protection.
√
√
Read the text and answer the questions.
READ AND EXPLORE
Divide the text into three parts and then match the main idea of each part.
Part 1 (_________)　　
Part 2 (_________)
Part 3 (____________)
A. The meaning of its name.
B. What is "Just-me-ism"
C. The establishment of Roots & Shoots.
Para.1
Para.2
Paras.3 & 4
READ AND EXPLORE
Pair Work Read the first paragraph of the text. Discuss the questions.
1. What is "Just-me-ism"
"Just-me-ism" is a way of thinking that focuses on caring for just oneself and ignores the environment, animals and the community.
2. Why is "Just-me-ism" a problem
There will be nobody to care and look after the environment.
READ AND EXPLORE
Pair Work Read the first paragraph of the text. Discuss the questions.
3. Do you have any suggestions on how to solve the problem
A solution would be to make them understand that even the smallest action can change the world, so they should take actions whenever possible for the environment, animals and their community. For example, they should turn the tap off when brushing their teeth, turn the light off when they leave a room and pick up even little pieces of litter they dropped on the road.
READ AND EXPLORE
Read the rest of the plete the table or use your own graphic organiser to illustrate what you have found about Roots & Shoots.
Roots & Shoots The time of its establishment
The founder
The purpose
The meaning of its name
in the early 1990s
Dr. Jane Goodall
To educate young people, from pre-schoolers to university students, so they can help to build a future that is secure and live together in peace with nature.
Roots move slowly under the ground to make a firm foundation, and shoots seem small and weak, but they can break open brick walls to reach the light.
READ AND EXPLORE
Read the text again. Answer the questions.
1. What contribution does Roots & Shoots make to society
It inspires young people to build a future that is secure and to live together in peace with nature.
2. What makes Dr. Jane Goodall think Roots & Shoots can help solve the problem of "Just-me-ism"
It encourages individuals to play a part in making the world a better place instead of just thinking about themselves.
READ AND EXPLORE
Read the text again. Answer the questions.
3. What is your explanation for the two quotes from Dr. Jane Goodall
Dr. Jane Goodall's quotes mean that changing the role is an individual act, because there are millions of people who can make a difference if they all act on their own.
READ AND EXPLORE
Group Work Prepare a presentation to introduce Roots & Shoots with the following information. Then give your presentation in class.
· When and why it was established
· The meaning of its name
· The contribution it makes to society
READ AND EXPLORE
Group Work Think and share
1. From the perspective of a community of a shared future, how do you understand Roots & Shoots
It inspires young people to build a future that is secure and to live together in peace with nature.
2. What techniques does the writer use to make his / her view logical and convincing Find at least one example for each technique.
It encourages individuals to play a part in making the world a better place instead of just thinking about themselves.
READ AND EXPLORE
Group Work Think and share
3. Can you suggest another title for the text Explain your answer.
Say No to Just-me-ism
It’s time to Make a Difference
Turn the Light Off
Save the Environment
READ AND EXPLORE
Group Work The text uses many parallel structures with the same pattern of words and sentences. Underline these structures. Discuss why the writer uses them.
The writer uses the parallel structures to create a strong effect on readers so that they understand the writer's point better and reflect on their own behavior deeply as well.
READ AND EXPLORE
Complete the summary with the correct form of the words and phrases below.
harmful individual institute just-me-ism
live in peace involve take action a firm foundation break open brick walls leave the tap running
Roots & Shoots is a / an 1. _____________ established in the early 1990s by Dr. Jane Goodall. It is called Roots & Shoots because roots moves lowly under the ground making 2. ______________________ and although shoots seem small and
institute
a firm foundation
READ AND EXPLORE
Complete the summary with the correct form of the words and phrases below.
although shoots seem small and weak, they can 3. _________________________.
The purpose of Roots & Shoots is to educate young people who suffer from 4. ________________. Those people don't think their actions such as 5. __________________________ while brushing their teeth can have negative effects on the environment. In fact, these actions are very 6. _____________.
break open brick walls
just-me-ism
leave the tap running
harmful
READ AND EXPLORE
Complete the summary with the correct form of the words and phrases below.
Therefore, Roots & Shoots hopes to 7. _____________ millions of young people in building a secure future so that we can 8. ___________________ with nature. Dr. Jane Goodall believes every 9. _______________ matters. What we need to do is 10. _________________ and act together to make the world a better place.
involve
live in peace
individual
take action
FOCUS ON LANGUAGE: VERB-ING AND -ED FORMS
1. Match the words in bold (1–4) with their functions (a–c).
1. one flowering plant
2. leave one little tap running
3. the world's best-known expert
4. Inspired by her example, he began to work harder.
a attributive
b adverbial
c object complement
1, 3
4
2
FOCUS ON LANGUAGE: VERB-ING AND -ED FORMS
Last Tuesday, a Roots & Shoots project was set up in my community. As I walked down No.1 Street, I saw volunteers 1. _________________ (encourage) people to join in. 2. _____________ (inspire) by the message of the project, many people felt that we should act now, as we have seen an 3. _____________ (increase) number of highly 4. _____________ (pollute) days this year.
encouraging
Inspired
increasing
polluted
Complete the text with the correct form of the verbs in brackets. What is the function of each verb form
FOCUS ON LANGUAGE: VERB-ING AND -ED FORMS
While recently, many have become more concerned about environmental protection, there are still some who haven't, 5. _____________ (think) that someone else will deal with the problem. However, if everybody had that attitude, we would never see any environmental problems 6. _____________ (solve) in our society. We should remember -it's not just "me"!
thinking
solved
–ing (attributive 3; adverbial 5; complement 1)
–ed (attributive 4; adverbial 2; complement 6)
Imagine you are a volunteer of Roots & Shoots. Use what you have learnt to persuade one of the following people.
I'm just a student. When I become
a powerful person I can do more.
I'm doing what I can, but I don't know how to make my friends do the same.
I know it's important, but I'm too busy and don't have time for small things like this.
EXPRESS YOURSELF
GRAMMAR
-ing分词和-ed分词
-ing分词（动名词和现在分词）
一、动名词作主语
1. 动名词作主语往往表示经常性、习惯性的动作。
Reading is an art.
读书是一门艺术。
Writing English novels for him is really great fun.
对他来说写英语小说真的很有趣。
GRAMMAR
-ing分词和-ed分词
2. 动名词作主语有时也可以用it作形式主语。
用it作形式主语代替动词-ing形式，常出现在以下句式中：
It is no use/ good/ fun/ ...doing sth.
It is useful/ useless doing sth.
It's a waste of time doing sth.
GRAMMAR
-ing分词和-ed分词
注意：
动名词与不定式作主语时的区别：
动名词表示的动作通常是一个泛指的动作；不定式则通常表示具体的动作。
Playing with fire is dangerous. 玩火危险。（泛指）
Be careful! To play with fire will be dangerous.
小心点！玩火会带来危险。（指具体的动作）
GRAMMAR
-ing分词和-ed分词
二、动名词作宾语
在有些动词后常接动名词作宾语。介词后也常接动名词作宾语（but 和except 作“除……以外”讲，后接不定式）接动词-ing形式作宾语的常见动词有：
mind (介意), suggest (建议), enjoy (欣赏), admit (承认), appreciate (感激，欣赏), avoid (避免), delay (推迟), dislike (不喜欢，厌恶), escape (逃脱), finish (完成),
GRAMMAR
-ing分词和-ed分词
forgive (宽恕), imagine (想象), keep (保持), miss (错过), practice (训练), resist (抵抗，抵制), risk (冒险), deny (拒绝，否认), consider (考虑)等。这些动词后只能用动词-ing形式作宾语，不能用不定式。
I suggest doing it in a different way.
我建议用另一种不同的方法做这件事。
He finally admitted having made such a mistake.
他终于承认犯了那样一个错误。
GRAMMAR
-ing分词和-ed分词
三、-ing分词作表语
动名词作表语，表示一般性的行为，用来说明主语的内容，与主语通常是同一概念，表语和主语常可以互换位置；现在分词作表语，表示主语的某种性质和特征，这类分词常可以看作形容词。
The only thing that interests her is dancing.
唯一吸引她的事情就是跳舞。
Their favorite entertainment is playing chess.
他们最喜欢的娱乐活动是下象棋。
GRAMMAR
-ing分词和-ed分词
四、现在分词（短语）作定语
Is there a swimming pool in your school
(a swimming pool =a pool which is used for swimming)
你的学校里有游泳池吗
If you want to smoke, please go to the smoking room.
(the smoking room = the room which is used for smoking)
吸烟请去吸烟室。
GRAMMAR
-ing分词和-ed分词
The man speaking to the teacher is Mr Smith.
(the man speaking to the teacher = the man who is speaking to the teacher)
正在和老师讲话的那位男士是史密斯先生。
The bridge being built now will be the longest one in the world.
(the bridge being built now = the bridge which is being built now)
现在正在建的那条桥将会是世界上最长的一条。
GRAMMAR
-ing分词和-ed分词
注意：
现在分词作定语常放在所修饰的名词之前，表示所修饰的人或物正在进行的动作或状态。现在分词短语作定语放在所修饰的名词之后，作后置定语。如果现在分词短语与被修饰的名词为被动关系，要使用被动形式。还有不少现在分词和形容词差不多，甚至已成为形容词，如：
an amusing story, a convincing argument, a piece of disappointing news, an exciting film
GRAMMAR
-ing分词和-ed分词
五、现在分词作宾语补足语
1. 表示“使、让”含义的动词：have, make, let, get, leave, keep, set
I'm sorry to have kept you waiting so long.
很抱歉让你等了这么久。
The teacher let the students leave early.
老师让学生早点离开。
GRAMMAR
-ing分词和-ed分词
2. 感官动词：see, watch, observe, look at, notice, hear, listen to, smell, feel
He saw the kids playing in the yard.
他看见孩子们在院子里玩。
He heard the song being sung next door.
他听见隔壁有人正在唱这首歌。
I noticed a long queue outside the bank waiting for it to open.
我注意到银行外面排了一条长队，等着它开门。
GRAMMAR
-ing分词和-ed分词
六、现在分词作状语
现在分词在句中作状语来修饰谓语动词或整个句子，表示动作发生的时间、原因、条件、结果、方式、让步或伴随状况。
1. 作时间状语（相当于一个时间状语从句）
Walking in the park, she saw an old friend.
= When/ While (she was) walking in the park, she saw an old friend.
当她在公园里散步时，她看到了一个老朋友。
GRAMMAR
-ing分词和-ed分词
2. 作原因状语（一般可转换成由as或because引导的原因状语从句）
Being ill, he couldn't go to school.
= As he was ill, he couldn't go to school.
因为生病了，他无法去上学。
3. 作条件状语（一般放在句首，其前可以加if，unless等连词）
Working hard, you'll make great progress.
=If you work hard, you'll make great progress.
如果你努力工作，你将取得很大进步。
GRAMMAR
-ing分词和-ed分词
4. 作结果状语
作结果状语时，通常放在句末，中间用逗号隔开，表示一种顺其自然、意料之中的结果。
The fire lasted nearly two days, leaving nothing valuable.
大火持续了将近两天，几乎没剩下值钱的东西。
注意：现在分词作结果状语，是随着谓语动词动作的发生而产生的自然而然的结果，其逻辑主语往往是前面整个句子所描述的情况，前面有时候可以加thus。而不定式作结果状语时常表示出乎意料的结果，且其前一般加only。
GRAMMAR
-ing分词和-ed分词
5. 作让步、方式和伴随状语
作让步、方式和伴随状语时，说明动作发生的背景和情况。作伴随状语时，表示分词的动作和主句的动作同时发生，此时它可以转换成并列句。
Mary sat by the window of the classroom, reading a book.
=Mary sat by the window of the classroom and was reading a book.
玛丽坐在教室的窗边读着一本书。
GRAMMAR
-ing分词和-ed分词
注意：
为强调现在分词表达的意义，可以在其前加上各种连词。例如，加上when, while强调与谓语动词同时发生；加上before, after强调动作先后发生；加上thus强调结果；加上although, though强调让步等。
Though knowing all this, they made me pay for the damage.
尽管他们了解这一切，但还是让我赔偿损失。
GRAMMAR
-ing分词和-ed分词
-ed 分词（过去分词）
一、过去分词作定语
1. 意义：及物动词的过去分词作定语往往表示被动和完成；不及物动词的过去分词作定语不表示被动，只表示完成
（1）表示被动和完成
a polluted river 一条被污染的河流；the watered flowers 浇过水的花
（2）只表示完成，不表示被动
fallen leaves 落叶；the risen sun 升起的太阳
GRAMMAR
-ing分词和-ed分词
2. 位置：单个的过去分词作定语时，通常放在所修饰词的前面；过去分词短语作定语时，通常放在后面，其作用相当于一个定语从句。
The student dressed in white is my daughter.
= The student who is dressed in white is my daughter.
穿白色衣服的那个学生是我女儿。
GRAMMAR
-ing分词和-ed分词
注意：
过去分词作定语和现在分词作定语的区别：
（1）语态不同：现在分词表示主动；过去分词表示被动。
The house standing at the corner of the street was built in 2016.
矗立在街道角落的那所房子是2016年建的。
The question discussed was very important.
讨论过的那个问题很重要。
GRAMMAR
-ing分词和-ed分词
（2）时间关系不同：现在分词表示动作正在进行；过去分词表示动作已经完成。
the changing world 变化着的世界
the changed world 改变了的世界
boiling water 沸腾的水
boiled water 开水
developing countries 发展中国家
developed countries 发达国家
GRAMMAR
-ing分词和-ed分词
二、过去分词作表语
1. 意义：用在系动词后面，构成系表结构，表示主语所处的状态。
She looked disappointed.
她看上去很失望。
We were encouraged at the news.
听到这个消息我们很受鼓舞。
GRAMMAR
-ing分词和-ed分词
2. 过去分词作表语表示主语所处的状态。这一结构从形式上与被动语态相同，但被动语态强调主语所承受的动作。
The book was written by a soldier.
这本书是由一位士兵写的。
The news is exciting.
这个消息是令人兴奋的。
When he heard the moving story, he was deeply moved.
当他听到这个感人的故事时，他深受感动。
GRAMMAR
-ing分词和-ed分词
三、过去分词作宾语补足语
1. 过去分词作宾语补足语时，与宾语存在着动宾关系，宾语是过去分词所表示的动作的承受者。
He watched the TV set carried out of the room.
他看着电视机被搬出了房间。
Last year they had the house rebuilt.
去年他们让人重建了这栋房子。
You'd better have your shoes mended.
你最好修补一下你的鞋子。
GRAMMAR
-ing分词和-ed分词
2. 能够接过去分词作宾语补足语的动词（短语）有以下几类：
（1）表示感觉或心理状态的动词（短语），如see, watch, observe, find, look at, hear, listen to, feel, notice, think 等。
I heard the song sung in English.
我听到有人用英语唱这首歌。
When we got to school, we saw the door locked.
当我们到学校时，看见门锁着。
GRAMMAR
-ing分词和-ed分词
（2）表示“致、使”意义的动词，如have, make, get, keep, leave等。
They managed to make themselves understood by using very simple English.
他们使用很简单的英语来让别人听懂。
Don't leave those things undone.
要把那些事情做完。
GRAMMAR
-ing分词和-ed分词
注意：“have+宾语+过去分词”可以表示三种含义：
① 表示“让某人做某事”
I'll have my hair cut tomorrow. 明天我要去理发。
② 表示“遭遇某种不幸；受到打击”
He had his wallet stolen. 他的钱包被偷了。
③表示“做某事”（主语可能参与其中）
I had my house repaired last week. 上周，我修补了房子。
GRAMMAR
-ing分词和-ed分词
（3）表示“希望、要求”等意义的动词，如like, want, wish, order等。
The teacher doesn't wish such questions (to be) discussed in class.
老师不希望在课堂上讨论这样的问题。
The police, finding the film unhealthy, ordered it banned.
警察发现这部电影不健康，令其禁演。
GRAMMAR
-ing分词和-ed分词
四、过去分词作状语
过去分词通常在句中作时间状语、原因状语、条件状语、让步状语、方式状语和伴随状语等。
1. 过去分词作时间状语，在句中相当于一个时间状语从句。
Asked about his address ( = When he was asked about his address), the boy didn't respond.
问及他的地址时，这个小男孩没有作答。
GRAMMAR
-ing分词和-ed分词
2. 过去分词作原因状语，在句中相当于一个原因状语从句。
Encouraged by the progress he has made ( = As he is encouraged by the progress he has made), he works harder.
由于受到所取得的成绩的鼓励，他工作更努力了。
3. 过去分词作条件状语，在句中相当于一个条件状语从句。
Given more time ( = If they were given more time), the trees could grow taller.
如果再多给一点时间，这些树会长得更高。
GRAMMAR
-ing分词和-ed分词
4. 过去分词作让步状语，在句中相当于一个让步状语从句。
Though warned of the storm (= Though they had been warned of the storm), the farmers were still working in the fields.
尽管被警告过有暴风雨，农民们仍然在田地里劳作。
5. 过去分词作方式、伴随状语。
Followed by a group of students, the teacher entered the classroom.
= The teacher entered the classroom and he was followed by a group of students.
老师走进教室，后面跟着一群学生。
VOCABULARY
1. balance
in balance 保持平衡；处于平衡 out of balance 不平衡
off balance 失去平衡，没有站稳
keep/ lose one's balance 保持/ 失去平衡
balance A against B 权衡/ 比较A与B
balanced adj. 保持平衡的 a balanced diet 均衡的饮食
eco-balance n. 生态平衡 imbalance n. 不平衡；不安定
练习：Life is like riding a bicycle. To keep ___________ you must keep going on.
balance
VOCABULARY
2. deserve
deserve sth. 应得；应受 deserve to do 做……是应该的/ 值得的
deserve doing/ to be done 应受
sb. deserves a medal（用以夸奖某人完成了艰巨任务）应给某人授勋
You deserved it. 你活该/ 你罪有应得
get what you deserve/ deserve all/everything you get 罪有应得
one good turn deserves another 善有善报
练习：His greatest ambition was to win the respect of his fellowmen by doing those things that _____________ respect.
deserve
VOCABULARY
3. effect
have an effect/ influence on/ upon 对……产生影响
come/ go into effect 生效 take effect 开始起作用；生效
bring/ carry/ put...into effect 实施；使生效
in effect/ in fact/ actually 实际上，事实上
to the effect that…to this/that effect 大意是；意思是
effective adj.有效的；有影响的
练习：Students will receive written notice when the fine goes into ___________.
effect
1. I tried to avoid ____________ (meet) him because he always bored me.
2. His not ____________ (know) how to help the people trapped in the snowstorm made him worried.
3. We've got to think of ways of ____________ (change) people's habits.
4. ____________ (be) a guest in an American home will be a good experience.
PRACTICE
meeting
knowing
changing
Being
5. It's no use ____________ (argue) with Tom because he will never change his mind.
6. I think I'll have to give up ____________ (play) football because of the coming examination.
7. John Snow told the story about the _______________ (astonish) people in Broad Street.
8. Some of the people ____________ (invite) to the party couldn't come.
PRACTICE
arguing
playing
astonished
invited
SUMMARY
Read and talk about the educational organisation "Roots and Shoots";
Analyse and summarize the structure of the text;
Compare personal opinions with the ideas of others;
Read for general understanding and specific information;
Understand and learn words and expressions in context;
Learn about and practise using verb-ing and verb-ed forms.
Thank you

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