资源简介

Worksheet (Grammar in Use)
Step I. Revision
Recall the grammatical rules of -ing / -ed forms used as complements by category.
I. -ing form used as complements:
l feel / hear / listen to / see / watch / look at / notice / observe ... + O. + doing(O. C.) S.+ be felt / heard... + doing (S. C.)
l discover / find / smell / catch ... + O. doing (O. C.) S. + be + discovered... + doing ( S. C. )
l get / have / keep / leave / send / set / start ... + O. doing (O. C.)
l with + O. + doing (O. C. )
II. -ed form used as complements:
l see / hear / watch / find / feel / consider ...+ O. + done (O. C. ) S.+ be seen... + done (S. C. )
l get / have / keep / leave / make ... + O. + done (O. C. )
l declare / like / need / order / want / wish ... + O. + done (O. C. )
l with + O. + done (O. C. )
Step II. Practice
Task 1
Identify -ing /-ed forms as complements in the lyrics and translate the two sentences into Chinese. “I know I saw you saying it. ”
“Ijust have to hear those sweet words spoken like a melody. ”
Those Sweet Words By Norah Jones
What did you say
I know I saw you saying it My ears won't stop ringing
Long enough to hear
Those sweet words
What did you say
And now the day
The hour hand has spun
Before the night is done
Ijust have to hear
Those sweet words
Spoken like a melody
All your love...
(
for
)Task 2
Read the sentences silently and underline the structure of -ing /-ed forms as complements in each sentence and then fill in the blanks with -ing forms or -ed forms based on grammar rules of the differences between -ing forms as complements and -ed forms as complements.
1. At the age of fifteen, he created a system with patterns of six raised dots representing
(represent) each letter.
2. On the bank of the river, we found him lying (lie) on a bench, with his eyes fixed (fix) on a kite in the sky.
3. Seeing the big snake, the little girl stood under the tree frightened（frighten） out of life.
4. The drunken husband knocked against the table and sent the bowls flying (fly) in all directions before he was sent to sleep (sleep) by his wife.
5. When we got back from the cinema, we found the lamp burning (burn) on but the door shut (shut).
6. We found the students seated (seat) at tables and had their attention focused (focus) on the scene of the launch of Shenzhou V spaceship.
7. Mr. Smith was much surprised to find the watch he had had repaired (repair) was nowhere to be
seen.
8. The manager ordered the work finished (finish) at the end of this week.
9. She was found absorbed (absorb) in reading an interesting novel and ignoring all around her. 10. The climb to the top of the mountain left me gasping (gasp) all the way, but the view there made it worthwhile.
Task 3
Read the short passage silently and circle the structures of -ing / -ed forms as complements in the passage and then fill in the blanks with -ing forms or -ed forms based on grammar rules of the differences between -ing / -ed forms as complements and -ing / -ed forms for other functions.
publish get recognize marry
inspire sell respect write
Phillis Wheatley was one of the best-known poets in pre-19th century America. She was born in Africa. Around the age of seven, she was 1. _sold_ to John and Susannah Wheatley in Boston.
(
One day, Phillis
) (
w
as found 2. _writing
_
)on the wall with chalk, but she was not punished. Instead,
she was taught to read and write. She read a lot of books about ancient history and stories, and
found them quite 3. _inspiring_
writing.
Phillis started writing poems when she was only thirteen. Her first poem was published in 1767
in a newspaper. A few years later, she managed to
get a collection of 39 poems 4.published,
it was
known as the first book written by an African American poet.
With her talent 5. recognized_
by
more and more people. Phillis became honoured and 6. respected.
When the Wheatleys passed away, Phillis became a free woman. In 1778, she got 7. _married to John Peters, a free black, and moved away from Boston. Life became very difficult for Phillis
(
With things 8. getting
)and her husband, because it was hard for free blacks to find jobs at that time.
worse, she made the decision to move back to Boston. She became very ill and passed away there. After her death, people continued to publish her poems and letters. Today people still study and read her writings.
Task 4
First, make out and write down the proper structure of -ing / -ed forms as complements. Then, translate the whole sentence into English.
1. 这就是我们希望看到尽快得以实施的计划。（see）
see + O. + done
This is the plan we would like to see carried out as soon as possible.
2. 当听到她最好的朋友在与别人悄悄议论她的私事，她们的友谊就此中止了。(hear)
...sb.+ be heard + doing sth.
When her best friend was heard whispering about her personal affairs with others, their friendship came to an end.
3. 教练们都不想他们的球员参与喝酒打架这类丑闻。（want）
... want + O. + done
None of the coaches wants their players involved in such scandals as drinking and fighting.
4. 他们发现自己周围都是五彩斑斓的岩石、鱼类、贝壳和植物，这些东西在蓝色的海域中 慢慢地摇曳移动着。（find）
... find + oneself + done
They found themselves surrounded with colourful rocks, fishes, shells, and plants, all waving and moving slowly in the blue waters.
5. 那名队员在比赛中受了重伤，所以教练不得不将他替换掉。（have）
... have sb. done
The player was badly injured in the game, so the coach had to have him replaced.
6. 后来当地人用他的名字命名这座城市，以回报他对城市重建所做的贡献。（have）
... have sth. done
Later, the local people had the city named after him in return for his contributions to the
reconstruction of the city.
7. 父亲节就要到了，我已经开始存钱给我父亲买他心仪已久的礼物。（with）
with + O. + doing
With Father’s Day approaching, I have started to save money for my father’s long cherished gift.
8. 生日那天她收到了一盒巧克力，盒子上还附有一张卡片，上面写着“生日快乐！ （with）
with + O. + done
On her birthday she received a box of chocolates with a card attached, saying “Happy birthday!”(共17张PPT)
《 高 中 英 语 》 ( 上 外 版 )
1C U 1 G r ammar i n U s e
主 讲 人 ：
课时
授课内容
1
Getting Started/ Reading A
2
Reading A/ Vocabulary Focus
I 3
Reading A/ Grammar in Use
4
Listening and Viewing
5
Moving Forward
6
Reading B
7
Critical Thinking/Further Exploration/ Self-assessment
《 高 中 英 语 》 ( 上 外 版 )
必修第 一 册第 一 单元
form the network of -ing / -ed forms as complements in mind so as to distinguish them from other functions of -ing / -ed forms.
skillfully apply -ing / -ed forms as complements in listening, reading and writing.
have the ability of classifying and summarizing grammar rules of -ing / -ed forms as complements.
By the end of this class, you will be able to...
Objectives
Grammar in Use
□□□□□□□□
Step I Revision
Recall the grammatical rules of -ing / -ed forms used as complements.
I. -ing form used as complements:
feel / hear / listen to / see / watch / look at / notice / observe ... + O. +
doing (O. C.)
S.+ be felt / heard ... + doing (S. C.)
discover / find / smell / catch ... + O. + doing (O. C.) S.+ be discovered ... + doing ( S. C.)
get / have / keep / leave / send / set / start ... + O. + doing (O. C.)
with + O. + doing (O. C.)
II.-ed form used as complements:
see / hear / watch / find / feel / consider ...+ O. + done (O. C.) S.+ be seen ... + done (S. C.)
get / have / keep / leave / make ... + O. + done (O. C.)
declare / like / need / order / want / wish ... + O. + done (O. C.)
with + O. + done (O. C.)
After working non-stop for twenty hours,
he went to bed tired and hungry. ( S . C.)
The athlete went away quite satisfied with the result
of the match. (S .C.)
What did you say
I know I saw you saying it
My ears won't stop ringing
Long enough to hear
Those sweet words
What did you say
And now the day
The hour hand has spun
Before the night is done
I just have to hear
Those sweet words
Spoken like a melody
All your love
...
Step II Practice
1.At the age of fifteen, he created a system with patterns of six raised dots representing (represent) each letter.
2.On the bank of the river, we found him l ing (lie) on a bench, with his
eyes fixed (fix) on a kite in the sky.
3.Seeing the big snake, the little girl stood under the tree _f ghten ed （frighten） out of life.
4. The drunken husband knocked against the table and sent the bowls _fly_i_n_g___ (fly) in all directions before he was sent to sleep (sleep) by his wife.
5. When we got back from the cinema, we found the lamp burnin_g__ (burn) on but the door ___ shut (shut).
6. We found the students seated (seat) at tables and had their
attention focused (focus) on the scene of the launch of Shenzhou V
spaceship.
7. Mr. Smith was much surprised to find the watch he had had repaired (repair) was nowhere to be seen.
8.The manager ordered the work finished (finish) at the end of this
week.
9.She was found absorbed (absorb) in reading an interesting novel
and ignoring all around her.
10.The climb to the top of the mountain left me gasping (gasp) all
the way, but the view there made it worthwhile.
publish get recognize marry
inspire sell respect write
Phillis Wheatley was one of the best-known poets in pre-19th century America. She was born in Africa. Around the age of seven, she was 1. to John and
Susannah Wheatley in Boston. One day, Phillis was found 2. g＿on the wall with chalk, but she was not punished. Instead, she was taught to read and write.
She read a lot of books about ancient history and stories, and found them quite 3. __ __pi ＿g for writing. Phillis started writing poems when she was only thirteen. Her first poem was published in 1767 in a newspaper. A few years later, she
managed to get a collection of 39 poems 4. , it was known as the first book written by an African American poet. With her talent 5. e＿co＿gn＿iz by more and more people. Phillis became honoured and 6.＿re＿sp ＿.
When the Wheatleys passed away, Phillis became a free woman. In 1778, she got 7. to John Peters, a free black, and moved
away from Boston. Life became very difficult for Phillis and her
husband, because it was hard for free blacks to find jobs at that time.
With things 8. ＿g ＿ng＿ worse, she made the decision to move back to Boston. She became very ill and passed away there. After her
death, people continued to publish her poems and letters. Today
people still study and read her writings.
1.这就是我们希望看到尽快得以实施的计划。（ see）
see + O. + done
This is the plan we would like to see carried out as soon as possible.
2.当听到她最好的朋友在与别人悄悄议论她的私事，她们的友
谊就此中止了。 (hear)
...sb.+ be heard + doing sth.
When her best friend was heard whispering about her personal
affairs with others, their friendship came to an end.
3.教练们都不想他们的球员参与喝酒打架这类丑闻。（want）
... want + O. + done
None of the coaches wants their players involved in such scandals
as drinking and fighting.
4.他们发现自己周围都是五彩斑斓的岩石、鱼类、贝壳和植物，
这些东西在蓝色的海域中慢慢地摇曳移动着。（find）
... find + oneself + done
They found themselves surrounded with colourful rocks, fishes,
shells, and plants, all waving and moving slowly in the blue waters.
5.那名队员在比赛中受了重伤，所以教练不得不将他替换掉。 （have）
... have sb. done
The player was badly injured in the game, so the coach had to have
him replaced.
6.后来当地人用他的名字命名这座城市，以回报他对城市重建
所做的贡献。（have）
... have sth. done
Later, the local people had the city named after him in return for his
contributions to the reconstruction of the city.
7.父亲节就要到了，我已经开始存钱给我父亲买他心仪已久的 礼物。（with）
with + O. + doing
With Father’s Day approaching, I have started to save money for
my father’s long cherished gift.
8.生日那天她收到了一盒巧克力，盒子上还附有一张卡片，上
面写着“生日快乐！”（with）
with + O. + done
On her birthday she received a box of chocolates with a card
attached, saying “Happy birthday!”
1.Write from memory the classified grammatical rules of
-ing / -ed forms as complements.
2.Finish translating the 8 sentences on the Exercise book.
Assignments
#《高中英语（上外版）》必修第三册 Unit 1 Road to Success
课时： 课题：Grammar in Use
课型：语法课 设计者：
教学设计与说明
一. 学情分析
本节课授课对象为高一第二学期的学生。经过第一学期的学习，同学们已经有了分词 在句子中各项功能的总体概念。但是大部分同学们对分词各项句法功能的总体框架结构是 不清晰的，对分词的各项句法功能各自的特点、重点、难点没有概念。所以需要帮助学生 分项理清特点、重点、难点，并在语言实际交际运用中加以操练并巩固。
二．教材分析
单元语法运用 Grammar in Use 聚焦于分词作补语（宾语补足语和主语补足语）的复习 和巩固。教材 P9-10 上有三道语法练习题。第一题旨在分析分词在句子中的功能，认识分 词做补语的结构。第二题旨在辨认分词作补语的结构并能正确区分这一结构中现在分词和 过去分词在做补语时的区别。第三题考查语言的综合运用能力，要求学生在语篇中、在上 下文语境中理解、分析、归纳并灵活运用分词作补语这一语法功能，同时要求学生区分分 词作补语与分词其它功能的区别。
三．教学设计思路
本课为本单元语法教学的第二课时：语法练习课，旨在帮助学生在第一节语法课的基 础上复习巩固分词作补语这一语法功能，并为学生创设产出的机会，提高语用能力。导入 部分利用课本 P8-9 练习I&II，采用归纳演绎教学法复习第一课时学习过的内容，引导学生 学会对学过的语法规则进行分类归纳，在头脑中形成非谓语知识体系的网络架构。操练部 分采用任务型教学方法，在遵循学生认知规律的基础上设置多层次能力要求逐步递进的实 践任务，引导学生在完成各个层次的任务中逐步实现分词做补语这一语法功能的内化，并 在任务中实现 learning by using, learning for using 的语法学习目标。
Lesson Plan （the 3rd period）
1
Learning Objectives:
By the end of the period, the students are expected to:
1. have the ability of classifying and summarizing grammar rules of -ing / -ed forms as complements;
2. form the network of -ing / -ed forms as complements in mind so as to distinguish them from other functions of -ing / -ed forms;
3. skillfully apply -ing / -ed forms as complements in listening, reading and writing.
Learning Procedures:
Step I. Revision (Interactive activity)
*T: Help the students recall and classify what they learned in the first period of Grammar in Use with the help of Exercise I & II on P 8-9.
*Ss: Recall the grammatical rules of -ing / -ed forms used as complements by category.
I. -ing form used as complements:
l feel / hear / listen to / see / watch / look at / notice / observe ... + O. + doing (O. C.) S.+ be felt / heard ... + doing (S. C.)
l discover / find / smell / catch ... + O. doing (O. C.) S. + be + discovered ... + doing (S. C.)
l get / have / keep / leave / send / set / start ... + O. doing (O. C.)
l with + O. + doing (O. C.)
II. -ed form used as complements:
l see / hear / watch / find / feel / consider ...+ O. + done (O. C.) S.+ be seen ... + done (S. C.)
l get / have / keep / leave / make ... + O. + done (O. C.)
l declare / like / need / order / want / wish ... + O. + done (O. C.)
l with + O. + done (O. C.)
Note: After working non-stop for twenty hours, he went to bed tired and hungry. (O. C.)
The athlete went away quite satisfied with the result of the match. (O.C.)
Step II. Practice
I. Identify - ing /- ed forms as complements in the lyrics (Task 1)
*T: Play the song “Those Sweet Words” and ask students to identify - ing /- ed forms as complements in the lyrics while enjoying the melody. And then focus on the functions of -ing / -ed forms in “I
2
know Isaw you saying it.” and “Ijust have to hear those sweet words spoken like a melody.” and the meanings of the two sentences.
*Ss: Identify - ing /- ed forms as complements and translate the two sentences into Chinese.
Those Sweet Words By Norah Jones
What did you say
I know I saw you saying it My ears won't stop ringing
Long enough to hear
Those sweet words
What did you say
And now the day
The hour hand has spun
Before the night is done
Ijust have to hear
Those sweet words
Spoken like a melody
All your love
...
II. Apply -ing / -ed forms as complements in individual sentences. (Task 2)
*T: Ask students to identify the structure of -ing / -ed forms as complements in the following sentences and then fill in the blanks with proper forms of the verbs given in the box. Call students ’ attention to the differences between -ing forms as complements and -ed forms as complements.
*S: Read the sentences silently and underline the structure of -ing / -ed forms as complements in each sentence and then fill in the blanks with -ing forms or -ed forms based on grammar rules of the differences between -ing forms as complements and -ed forms as complements.
III. Apply -ing / -ed forms as complements in a passage. (Task 3)
*T: Ask students to read a short passage and fill in the blanks with the -ing / -ed forms of the verbs given in the box. Then circle the ones that are used as complements. Call students ’ attention to the differences between -ing / -ed forms as complements and -ing / -ed forms for other functions.
*S: Read the short passage silently and circle the structures of -ing / -ed forms as complements in the passage and then fill in the blanks with -ing forms or -ed forms based on grammar rules of the differences between -ing / -ed forms as complements and -ing / -ed forms for other functions.
IV. Apply -ing / -ed forms as complements in writing sentences. (Task 4)
3
*T: Ask students to read each sentence in Chinese carefully and make out which category of -ing / -ed forms as complements fits the contexts best based on the given word in the brackets. And then translate the whole sentence into English.
*S: First, make out and write down the proper structure of -ing / -ed forms as complements. Then, translate the whole sentence into English.
4

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