资源简介

Assignments
1. Read the passage and write three sentences by using the -ing/-ed forms of the given words to express your feelings of and opinions on Zhong Yang. The sentences should include effective supporting reasons and details.
Late Professor Honored for Devotion to Work
Zhong Yang, a biologist who spent much time and effort on education and biology research, was honored as an “Excellent Party Member” .
Zhong was famous for spending 16 years to assist Tibet’s development. He collected about 40 million plant seeds to build a genetic bank of plants that grow exclusively in the Qinghai-Tibet Plateau, and helped to develop education of ecology in Tibet.
At an early age, Zhong developed a curious attitude to learning. In 1979, Zhong, who was then 15, joined a class for gifted students at the University of Science and Technology of China, and he studied radio electronics. After graduating, Zhong was assigned to the Chinese Academy of Sciences ’ Institute of Botany in Wuhan, as the institute was building a computer laboratory.
Zhao Bin, Zhong’s close friend, couldn’t understand Zhong’s decision to move to Wuhan. “But he was confident in the job,” Zhao recalled. “He said he had spent only three years to learn about radio electronics at the university, but he had more time to learn botany in his life.”
Zhong took an interest in botany so that it became his life’s career. His approaches to research differed to those of other botanists because of his academic background, Zhao said. In 2000, he became a deputy director of the Institute of Botany.
But he resigned the position and left for Shanghai for a professorship at Fudan University because he had been dreaming of being a teacher like his parents. Zhong treated every student like “a seed of hope”, said Zhao. Xu Yiqin, a former student, said Zhong’s classes were quite instructive and he was always the navigator when they conducted research in the wild and he made sure the roads were safe.
1) (devote)
2) (impress)
3) (inquire)
4) (confuse)
5) (interest)
6) (inspire)
2. Write a paragraph in about 60 words of your feelings of and opinions on the scientist of your choice. Use details from the important fact and the quote you have chosen to support your viewpoints and use -ing/-ed forms where appropriate. Assess your writing with the checklist.
Writing Checklist
1. Do I present my feelings of and the opinions on the scientist clearly 2. Do I use details to support my viewpoints 3. Do I use -ing/-ed forms appropriately 4. Do I make grammatical errors _______ _______ _______ _______
Assignments (With possible answers)
1. Read the passage and write at least three sentences by using the -ing/-ed forms of the given words to express your feelings of and opinions on Zhong Yang. The sentences should include effective supporting reasons and details.
Late Professor Honored for Devotion to Work
Zhong Yang, a biologist who spent much time and effort on education and biology research, was honored as an “Excellent Party Member” .
Zhong was famous for spending 16 years to assist Tibet’s development. He collected about 40 million plant seeds to build a genetic bank of plants that grow exclusively in the Qinghai-Tibet Plateau, and helped to develop education of ecology in Tibet.
At an early age, Zhong developed a curious attitude to learning. In 1979, Zhong, who was then 15, joined a class for gifted students at the University of Science and Technology of China, and he studied radio electronics. After graduating, Zhong was assigned to the Chinese Academy of Sciences ’ Institute of Botany in Wuhan, as the institute was building a computer laboratory.
Zhao Bin, Zhong’s close friend, couldn’t understand Zhong’s decision to move to Wuhan. “But he was confident in the job,” Zhao recalled. “He said he had spent only three years to learn about radio electronics at the university, but he had more time to learn botany in his life.”
Zhong took an interest in botany so that it became his life’s career. His approaches to research differed to those of other botanists because of his academic background, Zhao said. In 2000, he became a deputy director of the Institute of Botany.
But he resigned the position and left for Shanghai for a professorship at Fudan University because he had been dreaming of being a teacher like his parents. Zhong treated every student like “a seed of hope”, said Zhao. Xu Yiqin, a former student, said Zhong’s classes were quite instructive and he was always the navigator when they conducted research in the wild and he made sure the roads were safe.
1) (devote) In my opinion, Zhong Yang was a devoted biologist, and he was honored as an “Excellent Party Member” for his contributions on education and biology research.
2) (impress) I am impressed by his efforts to promote Tibet’s development. Throughout the 16 years, he collected about 40 million plant seeds to build a seed bank and he was committed to developing education of ecology in Tibet.
3) (inquire) Zhong developed an inquiring attitude to learning. He was so talented that he joined a class for gifted students at the age of 15 and he devoted himself to botany.
4) (confuse) Zhong Yang’s decision to move to Wuhan was confusing, because he studied radio electronic in the universality, but his job was not closely related to it.
5) (interest) Zhong was so interested in botany that it became his life’s career. He had an undying passion for the development of botany.
6) (inspire) According to Xu Yiqin, a former student of Zhong, Zhong’s classes were quite inspiring, and Zhong was always the navigator leading his students to explore science.
2. Write a paragraph in about 60 words of your feelings of and opinions on the scientist of your choice. Use details from the important fact and the quote you have chosen to support your viewpoints and use -ing/-ed forms where appropriate. Assess your writing with the checklist.
(Answers may vary)(共20张PPT)
《 高 中 英 语 》 ( 上 外 版 )
选择性必修第二册第一单元 Scientists
单元封面
授课悦
课时
授课内容
1
Getting Started/ Reading A
1
Reading A/ Vocabulary Focus
1
Reading A/ Grammar in Use
1
Listening, Viewing and Speaking
1
Reading B and Cultue Link
1
Critical Thinking
1
Writing
1
Further Exploration/ Self-assessment
单元封面
《 高 中 英 语 》 ( 上 外 版 )
选择性必修第二册第一单元
2.能通过查阅字典，分辨-ing/-ed形式作表语的语用区别，并破除常见的语用误区；
identify the pragmatic difference between –ing form and –ed form used as predicatives and disprove common
assumptions about the pragmatic use of –ing/-ed forms by consulting the dictionary;
3.能恰当运用-ing/-ed形式作表语评价科学家及其工作和精神品质，表 达情感态度和观点，并总结科学家的共同特点。
use –ing/-ed forms used as predicatives appropriately by evaluating scientists, their work or their qualities, expressing feelings and opinions, and concluding scientists’ common features.
学习目标 Learning Objectives：
At the end of the lesson, you will be able to ...
1.能在语境中辨识-ing/-ed形式作表语，并通过比较-ing/-ed形式在单句中的不同语法成
分，掌握其作表语的基本格式；
identify –ing/-ed forms used as predicatives in context and understand the format of –ing/-ed forms used as predicatives by comparing different grammatical functions of –ing/-ed forms in simple sentences.
Reflection on Zhong Yang’s Work
The -ing Form
Subject predicative
Base
Forms
The -ed Form
predicative
predicative
attribute
Zhong Yang was a scientist, who was devoted to collecting seeds in Tibet.
Grammar Highlights
Subject+linking verb+-ing/-ed form
The -ing form of a verb is used to describe how the experience is. The -ed form of a verb is used to represent how someone feels.
Grammar Highlights
What was Zhong Yang’s job
Zhong Yang’s jobs were collecting seeds and improving education. predicative
Collecting seeds and improving education were Zhong Yang’s jobs. subject
Grammar Highlights
Subject+linking verb+-ing/-ed form
subject
predicative
Grammar Highlights
Subject+linking verb+-ing/-ed form
Do all the verbs have -ing/-ed forms that can be used like adjectives
Grammar Highlights
challenge challenging
a challenging and rewarding career as a teacher
challenged
physically challenged athletes
The assumption: All the verbs have -ing/-ed forms that can
be used like adjectives.
Grammar Highlights
Base Forms -ing Forms/-ed Forms Examples
l Not all verbs have -ing/-ed forms that can be used like adjectives.
devote—devoted
balance—balanced
delight—delightful—delighted
impress—impressive—impressed
The assumption: All the verbs have -ing/-ed forms that
can be used like adjectives.
Grammar Highlights
l Not all -ing/-ed forms can be used as predicatives.
abalanced diet [usually before noun]
a growing number of people [only before noun]
a grown man [only before noun]
lend a helping hand
The assumption: All the -ing/-ed forms (if they can be used like
adjectives) can be used as predicatives.
Grammar Highlights
l There are always exceptions.
a most loving husband and father
acaring friend
The assumption: The -ing form can only describe the experience; the -ed form can only represent feelings.
Grammar Highlights
l Some -ing/-ed forms are combined with an
adverb or a noun to form a compound.
well-built; badly-behaved; well-dressed; life-threatening; time-saving; time-consuming
This was a well-received play.
The play was well received by the critics.
She was a well-educated girl with a lively mind.
The girl was well educated.
Grammar Highlights
Scientists of Your Choice
What do you think of his/her experience as a scientist
What do you think of him/her as a scientist/a person
the name of the scientist
his/her field of research
your feelings and opinions
details from the fact/quote
o
Yang
4,000 metres
5,000 seeds 10, 000 kms
plant allergies
coinciding with opportunities
devoted
varying
climates
chall- enging
ZHONG
YANG
improving
education
Biologist
devoted
Scientists in General
Scientists area group of people. They deal with
work all the time. They feel because . In general, their (deeds/words) shed(s) light on .
Scientists area group of intellectual individuals with an inquiring mind. Though their work might be tiring, challenging, demanding,
discouraging and even disappointing instead of amusing and
entertaining, they are committed to it, and they are fascinated and
thrilled to try different methods. Some of them are also artistic,
meaning they’re creative, intuitive, charming and expressive. In
general, their pioneering work sheds light on our own exploration of science.
Scientists in General
Assignments
1. Complete Ex. II and III in Grammar in Use (P9) in the textbook.
2. Read the passage and write three sentences by using the -ing/-edforms of the given words to express your feelings of and opinions on Zhong Yang. The
sentences should include effective supporting reasons and details.
Assignments
3. Write a paragraph in about 60 words on your feelings and opinions of a
scientist. Use details like important facts and quotes to support your viewpoints and use -ing/-edforms where appropriate. Assess your writing according to the checklist.
Writing Checklist
1. DoI present my feelings and opinions of the scientist clearly 2. DoI use details to support my viewpoints 3. DoI use -ing/-edforms appropriately 4. DoI make grammatical errors
T h a n k y o u ！Worksheet
Task 1: Grammar Highlights
Directions: Work in a group of six students. Each group select six different verbs in the summary on Page 7 and each student looks up one verb in the dictionary. Does the verb have -ing/-ed forms that can be used like adjectives If so, fill in the blanks. Then exchange ideas with group members.
The Base Form The -ing/-ed Form Examples from the dictionary
Task 2: The Scientist of Your Choice
Directions: Make a poster of the scientist of your choice. The following information is
expected to be present: the name of the scientist, his/her field of research, your feelings of and opinions on the scientist, details to support your viewpoints, etc. You are encouraged to use -ing/-ed forms or adjectives. After you finish the poster, exchange ideas with your group members.
Worksheet (with possible answers)
Task 1: Grammar Highlights
Directions: Work in a group of six students. Each group select six different verbs in the summary on Page 7 and each student looks up one verb in the dictionary. Does the verb have -ing/-ed forms that can be used like adjectives If so, fill in the blanks. Then exchange ideas with group members.
The Base Form The -ing/-ed Form Examples from the dictionary
collect — —
collected collected books
grow growing There is growing concern over the safety of the missing teenager.
grown a grown man
spend — —
spent spent matches
know knowing a knowing smile
known He’s a known thief.
elevate elevating Reading this essay was an elevating experience.
elevated The house is in an elevated position, overlooking the town
owe owing $100 is still owing on the loan.
— —
Task 2: The Scientist of Your Choice
Directions: Make a poster of the scientist of your choice. The following information is
expected to be present: the name of the scientist, his/her field of research, your feelings of and opinions on the scientist, details to support your viewpoints, etc. You are encouraged to use -ing/-ed forms or adjectives. After you finish the poster, exchange ideas with your group members.
(Answers may vary)《高中英语（上外版）》选择性必修第二册 Unit 1 Scientists
课时：第三课时
教学内容：Saving Tibet One Seed at a Time
课型： 阅读课（语法）
一、教学设计与说明
1. 教学目标
本课为本单元的第三课时，学生通过该课时的学习，能通过阅读词汇聚焦练习 I 以及 完成语法运用练习 I ，在语境中辨识-ing/-ed 形式作表语，并通过比较-ing/-ed 形式在单句 中的不同语法成分，掌握其作表语的基本格式；能通过查阅字典，分辨-ing/-ed 形式作表 语的语用区别，并破除常见的语用误区；能恰当运用-ing/-ed 形式作表语评价科学家及其 工作和精神品质，表达情感态度和观点，并总结科学家的共同特点。
2. 设计思路
本课为语法课，教学内容是-ing/-ed 形式作表语，语法结构是“Subject+linking verb+- ing/-ed form” 。-ing/ed 形式作表语的语用功能是说明主语的内容，表示主语具有的特性、 特征，或表达观点和情感等。首先，教师请学生朗读阅读 A 的概要，找到钟扬在雪域高 原收集种子的相关信息，发现用-ing 形式评价科学家工作、用-ed 形式评价科学家个人品 质的语言特点。其次，教师引导学生比较-ing/-ed 形式在单句中的不同语法成分，理解其 作表语的基本格式，并指导学生通过查阅字典，理解-ing/-ed 形式作表语的语用区别。随 后，教师提出几条关于-ing/-ed 形式作表语的语用误区，指导学生通过查阅字典，对假设 进行证实或证伪，培养学生的自主探究能力。最后，借助介绍科学家的语境，鼓励学生运 用-ing 形式和-ed 形式，以口头和书面形式评价科学家及其工作和精神品质，表达情感态 度和观点，并总结科学家的共同特点，感知崇高的科学精神。
本课作业要求：1. 完成填空练习 (P9 ，Exercise II 和 III) 。2. 读短文，从所给词中选择 三个，用其-ing 形式或-ed 形式写三句话评价钟扬，表达情感态度和观点。3. 根据课堂笔 记，完成段落写作，评价所选科学家，表达情感态度和观点，并恰当使用-ing 形式或-ed 形式的正确形式。字数为 60 词左右。
3. 重点难点
指导学生通过查阅字典，理解-ing/-ed 形式作表语的语用区别，并能在口头和书面表 达中恰当使用 -ing 和 -ed 形式作表语。
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Lesson Plan
Learning Objectives:
By the end of this period, students will be able to:
1. identify –ing/-ed forms used as predicatives in context and grasp the format of –ing/-ed forms used as predicatives;
2. identify the pragmatic difference between –ing forms and –ed forms used as predicatives and clarify common assumptions about the pragmatic use of –ing/-ed forms;
3. use –ing/-ed forms appropriately as predicatives by evaluating scientists, their work or their qualities, expressing feelings and opinions, and concluding scientists ’ common features.
Learning Procedures:
I. Interactive activity 1: The summary of Reading A
*T: Comment on Ss ’ first homework of the last period — a summary of the feature article. Draw Ss ’ attention to the -ing form modifying Zhong Yang’s work (”challenging”) and the - ed form reflecting Zhong Yang’s scientific qualities (“devoted”). Find the common feature of-ing or -ed forms — both are derived from base forms. *Ss: Observe –ing/-ed forms in context and conclude their common feature in form. Purpose: To encourage Ss to identify –ing/-ed forms in context and conclude their common feature through observation.
Guided question:
What do –ing and –ed forms have in common
II. Interactive activity 2: -ing/-ed forms (present/past participles) used as predicatives
*T: Introduce the format of –ing/-ed forms (present/past participles) used as predicatives
and help Ss to understand the format by comparing different grammatical functions –ing/-ed forms (present/past participles) serve.
*Ss: Understand –ing/-ed forms used as predicatives by comparing different grammatical functions –ing/-ed forms serve.
Purpose: To help Ss understand the format of –ing/-ed forms (present/past participles) used as predicatives.
Guided question:
2
What is the format of –ing/-ed forms (present/past participles) used as predicatives
III. Interactive activity 3: The pragmatic function of -ing/-ed forms (present/past
participles) used as predicatives
*T: Guide Ss to distinguish -ing forms and -ed forms used as predicatives in expressing opinions and feelings. *Ss: Identify and understand the difference between -ing forms and -ed forms used as predicatives in expressing opinions and feelings. Purpose: To help Ss understand different pragmatic functions of –ing/-ed forms (present/past participles) used as predicatives.
Guided question:
What are the pragmatic functions of –ing/-ed forms (present/past participles) used as predicatives
IV. Interactive activity 4: -ing/-ed forms(gerunds) used as predicatives
*T: Encourage Ss to understand the format of -ing/-ed forms(gerunds) used as predicatives by comparing the different grammatical functions of –ing/-ed forms (gerunds). *Ss: Compare the different grammatical functions of –ing/-ed forms (gerunds). Purpose: To help Ss understand the format of –ing/-ed forms (gerunds) used as predicatives.
Guided question:
What is the format of –ing forms (gerunds) used as predicatives
V. Independent activity 5: The invalidity of the first assumption
*T: Inspire Ss to think whether all the verbs have -ing or-ed forms used like adjectives. Guide Ss to consult the dictionary, make an assumption and test it. Guide Ss to find
evidence to substantiate the claim that not all verbs have -ing or-ed forms used like adjectives.
*Ss: Test the assumption by using dictionaries. Exchange notes and ideas.
Purpose: To enable Ss to study -ing/-ed forms by using dictionaries.
Guided question:
3
Do all the verbs have -ing/-ed forms that can be used like adjectives
VI. Interactive activity 6: The invalidity of the second assumption
*T: Guide Ss to find evidence to substantiate the claim that not all -ing or-ed forms can be used as predicatives. *Ss: Test the assumption by using dictionaries. Exchange notes and ideas. Purpose: To help Ss to think critically when using -ing/-ed forms.
Guided question:
Can all the -ing/-ed forms be used as predicatives
VII. Interactive activity 7: The invalidity of the third assumption
*T: Guide Ss to find evidence to counter the claim that the -ing form can only describe the experience, while the -ed form can only represent feelings. Introduce compounds with - ing/-ed forms. Remind Ss that there are exceptions to grammatical rules. *Ss: Test the assumption by consulting the dictionary. Exchange notes and ideas. Purpose: To help Ss to think critically when using -ing/-ed forms.
Guided questions:
1. Can the -ing form only describe the experience
2. Can the -ed form only represent feelings
VIII. Interactive activity 8: Reflection on the work and qualities of the scientist of choice
*T: Guide Ss to make a poster of the scientist of their choice and comment on the scientist, his/her work and his/her qualities, etc by using -ing/-ed forms where appropriate.
*Ss: Make a poster of the scientist of their choice, exchange ideas with group members, and express opinions and feelings by using -ing/-ed forms where appropriate.
Purpose: To help Ss express opinions and feelings by using -ing/-ed forms.
Guided questions:
1. What do you think of his/her experience as a scientist Are there any details to support your point of view
2. What do you think of him/her as a scientist/a person Are there any details to support your point of view
4
3. Can you comment on the scientist of your choice by using complete sentences What’s your feelings of him/her What can we learn from him/her
IX. Interactive activity 9: Reflections on common features of scientists in general
*T: Guide Ss to identify common features of scientists in general. *Ss: Identify common features of scientists in general through group discussion. Purpose: To help Ss examine and assess common features of scientists in general.
Guided questions:
1. Do scientists in general have anything in common
2. What do you think of the qualities of scientists in general
Scientists are a group of people. They deal with work all the
time. They feel because . In general, their (deeds/
words) shed(s) light on .
X. Assignments:
1. Complete Ex. II and III in Grammar in Use (P9) in the textbook.
2. Read the passage and write at least three sentences by using the -ing/-ed forms of the given words to express your feelings of and opinions on Zhong Yang. The sentences should include effective supporting reasons and details.
Late Professor Honored for Devotion to Work
Zhong Yang, a biologist who spent much time and effort on education and biology research, was honored as an “Excellent Party Member” .
Zhong was famous for spending 16 years to assist Tibet’s development. He collected about 40 million plant seeds to build a genetic bank of plants that grow exclusively in the Qinghai- Tibet Plateau, and helped to develop education of ecology in Tibet.
At an early age, Zhong developed a curious attitude to learning. In 1979, Zhong, who was then 15, joined a class for gifted students at the University of Science and Technology of China, and he studied radio electronics. After graduating, Zhong was assigned to the Chinese Academy of Sciences ’ Institute of Botany in Wuhan, as the institute was building a computer laboratory.
Zhao Bin, Zhong’s close friend, couldn’t understand Zhong’s decision to move to Wuhan. “But he was confident in the job,” Zhao recalled. “He said he had spent only three years to learn about radio electronics at the university, but he had more time to learn botany in his life.”
Zhong took an interest in botany so that it became his life’s career. His approaches to research differed to those of other botanists because of his academic background, Zhao said. In 2000, he became a deputy director of the Institute of Botany.
But he resigned the position and left for Shanghai for a professorship at Fudan University because he had been dreaming of being a teacher like his parents. Zhong treated every student like “a seed of hope”, said Zhao. Xu Yiqin, a former student, said Zhong’s classes were quite instructive and he was always the navigator when they conducted research in the wild and he made sure the roads were safe.
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1) (devote)
_ 2) (impress) ____________________________________________________________________
_ 3) (inquire)
_ 4) (confuse) ____________________________________________________________________
_ 5) (interest)
_ 6) (inspire)
______________________________________________________________________________
3. Write a paragraph in about 60 words on your feelings and opinions of a scientist. Use details such as important facts or quotes you have chosen to support your viewpoints and use -ing/-ed forms where appropriate. Assess your writing with the checklist.
Writing Checklist
1. Do I describe my feelings and opinions of the scientist clearly 2. Do I use details to support my viewpoints 3. Do I use -ing/-ed forms appropriately _______ 4. Do I make grammatical errors
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