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(共28张PPT)
《高中英语》 (上外版)
必修 第二册
Period 1 Getting Started & Reading A
Period 2 Reading A & Vocabulary Focus
Period 3 Grammar in Use
Period 4 Moving Forward: Writing
Period 5 Listening & Moving Forward: Speaking
Period 6 Viewing & Reading B
Period 7 Reading B & Critical Thinking
——张海影
上海市敬业中学
Period 3 Grammar in Use
Period No. Objectives
Activities
1
2
3 1. To get familiar with -ing/-ed forms used as attributives, to figure out their function, and to understand the pattern and position of - ing/-ed forms used as attributives; 2. To distinguish different usages of -ing/-ed forms and grasp their basic usage; 3. To practice using -ing/-ed forms in real-life contexts.
1. Grammar in Use
2. Grammar Highlights
4
5
6
7
Unit Organisation
B The Chinese New Year celebration is called the “Spring Festival” and is deeply connected to
China ancient culture which is related to
farming and to the moon.
The New Year Eve dinner is a feast of
traditional foods that are supposed to bring good luck and success in the year which is coming.
s
’
s
’
A The Chinese
New Year celebration is called the “Spring
Festival” and is deeply connected to China ancientfarming culture and to the moon.
The New Year Eve dinner is a feast of
traditional foods that are supposed to bring goodluck and success in the coming year.
s
’
s
’
Passage A and Passage B are almost the
same. Please find out several
different expressions.
Spot the differences !
B The Chinese New Year celebration is called the “Spring Festival” and is deeply connected to
China ancient culture which is related to
farming and to the moon.
The New Year Eve dinner is a feast of
traditional foods that are supposed to bring good luck and success in the year which is coming.
s
’
s
’
A The Chinese
New Year celebration is called the “Spring
Festival” and is deeply connected to China ancientfarming culture
and to the moon.
The New Year Eve dinner is a feast of
traditional foods that are supposed to bring goodluck and success in the coming year.
s
’
s
’
2 differences !
What function do they serve
the comingyear
the year which is coming
To modify the objects.
The words / phrases which are used to modify the
objects
are called “attributives ”.
Each region has its own typical dishes. Near the sea, these might be pawns, dried oysters,fish salad and seaweed. In the
south, they might be rice cakes, while in the north dumplings boiled in water and steamed dumplings made ofwheat are
favourite foods. Don’t cut your noodles — long noodles mean long life.
Read the rest of the passage and find out all the - ing/-ed forms used as attributives.
Each region has its own typical dishes. Near the sea, these might be pawns, dried oysters,fish salad and seaweed. In the
south, they might be rice cakes, while in the north dumplings boiled in water and steamed dumplings made ofwheat are
favourite foods. Don’t cut your noodles — long noodles mean long life.
Read the rest of the passage and find out all the - ing/-ed forms used as attributives.
Have you found...
Some of the -ing/-ed forms appear before the objects, but some appear after the object
Brainstorm:
When are the -ing/-ed forms used before the objects and when after
The Chinese New Year celebration is called the “Spring Festival” and is deeply connected to China s’ ancient farming culture and to the moon.
The New Year s’ Eve dinner is a feast oftraditional foods that are supposed to bring goodluck and success in the comingyear. Each region has its own typical dishes. Near the sea, these might be pawns, dried oysters,fish salad and seaweed. In the south,
they might be rice cakes, while in the north dumplings boiled in water and steamed dumplings made ofwheat are favourite
foods. Don’t cut your noodles — long noodles mean long life.
when used alone, -ing/-ed forms should be put before the nouns.
when used with phrases, -ing /-ed forms should be put after the nouns.
comingyear
dried oysters
steamed dumplings
dumplings boiled in water dumplings made ofwheat
Transform： dumplings which are boiled in water
「Do you have a picture in your mind 」
「Can you transform it into -ing/-ed form of verb 」
dumplings boiled in water
「-ed form of verb used as an attributive」
Conclusion
Conclusion
1. “Attributives ” are the words or phrases which are used to modify the objects.
2. The -ing /-ed form of verb can be used as attributives 「both alone and with phrases」 ,「before or after the
noun」.
3.The -ing/-ed forms used alone should be put before the
nouns, while -ing/-ed forms used with phrases should be put after the nouns.
Task
1. Finish the task in the next page -- ”Two forms one meaning!”
2. Find out all the -ing/-ed forms used as attributives in Reading A (Page 37).
Can you transform the following phrases
the water that is frozen =
the chicken which has been fried = the ice-cream which is melting = the restaurant which was closed =
the waiter who is standing by the table =
the chef who is praised for his specialties =
Two forms one meaning !
into phrases with -ing/-ed forms of verb
frozen water
fried chicken
melting ice-cream
closed restaurant
the waiter standing by the table
the chef praised for his specialties
the restaurant which was closed =
the waiter who is standing by the table =
the chef who is praised for his specialties =
Check your answer:Two forms one meaning !
Can you transform the following phrases into phrases with -ing/-ed forms of verb
the water that is frozen =
the chicken which has been fried = the ice-cream which is melting =
Have you found...
Sometimes we use the -ing form, while sometimes we use the -ed form Have you found the rules？
Brainstorm:
When should we choose -ing form and when -ed form
the water that is frozen =
the chicken which has been fried = the ice-cream which is melting =
the restaurant which was closed =
the waiter who is standing by the table =
the chef who is praised for his specialties =
Work out the
You can try to underl nle so!me key words that seem similar/ different.
frozen water
fried chicken
melting ice-cream
closed restaurant
the waiter standing by the table
the chef praised for his specialties
-ing forms indicate active meaning and progressive actions.
-ed forms indicate passive meaning (and sometimes also indicate earlier events).
the water that is frozen =
the chicken which has been fried = the restaurant which was closed =
the chef who is praised for his specialties =
frozen water
fried chicken
closed restaurant
the chef praised for his specialties
the ice-cream which is melting =
the waiter who is standing by the table =
melting ice-cream
the waiter standing by the table
Challenge! SOS from a restaurant :
Our menu is always complained to be too simple to understand. Can you help us to
improve our menu Modify the name of each dish with the grammar structures you have just learned.
Conclusion
1. The -ing /-ed form of verb can be used as attributives
「both alone and with phrases」 ,「before or after the noun」
to modify the objects.
2.The -ing/-ed forms used alone should be put before the
nouns, while -ing/-ed forms used with phrases should be put after the nouns.
3. -ing forms indicate active meaning and progressive actions while -ed forms indicate passive meaning (and sometimes also indicate earlier events).
Assignments
1. Finish Exercise II on Page 41: Read the passage and fill
in each blank with the appropriate form of the verb given in brackets. Then circle the -ing/-ed forms used as
attributives.
2.Familiarize yourself with the texts of Grammar in Use I, II and introduce to the class the traditional food and
eating customs of Chinese and French New Year celebrations in the form of WeChat voice messages.
Thank you!《高中英语（上外版）》必修第一册 Unit 3 Food
课时：第 3 课时 课题：-ing/-ed forms 1 -- used as attributives 课型：Grammar in Use 设计者：
一、教学设计与说明
1. 教学目标
本课为本单元的第 3 课时，核心目标为引导学生在语境中识别动词-ing/-ed 形式作定语的意义和功能，及培养学生根据表达需要使用动词-ing/-ed 形式作定 语。关注动词-ing/-ed 形式作为定语的使用，引导学生完成从识别到运用的理解 过程。
2. 设计思路
本课的设计思路如下：初识用法，探究功能——产生疑惑；分析规则——转 换练习；初步巩固——语法细则；深入深究——爆改菜单，实践应用。每一教学 步骤对前一步骤覆盖叠加，形成语法教学的螺旋式上升，引导学生自然、流畅完 成探究学习。
[Step 1] 课堂由“一起来找茬 ”活动开始，学生在两段几乎相同的文字片段 中找出两处不同。两处不同表达相同意义，但分别用了定语从句和动词-ing/-ed 形式修饰名词。学生由此对比发现动词-ing/-ed 形式可以作为定语修饰名词，并 通过在剩余文章段落中寻找所有该形式定语完成“初识用法 ”。
[Step 2] 紧接着根据文中的该形式定语提出疑惑：为什么有的前置有的后 置？学生分类分析得出规律，完成“前置后置规则分析 ”；至此，学生学会了识 别动词-ing/-ed 形式及其意义和功能，掌握了前置、后置规律，由此教师总结规 律。
[Step3] 布置课堂任务：“定语从句转换-ing/-ed 作定语练习 ”，以及在已学 过的 Reading A 中找出所有动词-ing/-ed 作定语的表述，通过学生完成任务的情 况全方位检测其理解程度，并通过作业内容，引起学生关注另一疑惑“动词-ing 和-ed 的用法区别 ”，继续通过练习内容，分类归纳，掌握主、被动规律。
[step 4] 此时学生已充分了解了动词-ing/-ed 做定语的主要知识点，可以尝试 应用该语法。教师结合单元主题为其给出情景任务“餐厅菜单太简略总被抱怨， 请你用所学语法帮助完善菜单 ”，学生在尝试把简陋的“crab shells ”改成“baked
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crab shells stuffed with cheese ”的过程中深刻体会如何将该语法知识运用到表达 中。这也是这堂课的教学重难点。
引导学生发现语法知识中可能存在的规律，通过分析材料总结规律。鼓励学 生积极运用所学，在情境中大胆表达。
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Lesson Plan
Teaching Objectives:
By the end of the lesson, the students are expected to:
1. get familiar with -ing/-ed forms used as attributives, to figure out their function, and to understand the pattern and position of -ing/-ed forms used as attributives;
2. distinguish different usages of -ing/-ed forms and grasp their basic usage;
3. practice using -ing/-ed forms in real-life contexts.
Procedures:
I. Warm-up
*Teacher: Organize a game called “Spot the differences” . *Students: Spot the differences in two similar passages respectively using -ing/-ed forms and relative clauses as attributives, compare these two forms of attributives and think about their similar and different features. After figuring out its function, find out more examples in the rest of the passage. Purpose: To getfamiliar with -ing/-ed forms used as attributives and figure out its function.
Guided questions:
1. Let’s start with a small game called “ Spot the differences” ! Passage A and Passage B are almost the same but there are several differences. Read carefully and try to find out the different expressions.
2. What's the difference between them What do these two expressions have in common Do they serve the same function What function do they serve
3. Can you find more examples in the rest of the passage that use -ing/-ed forms as attributives
II. Grammar Analysis (Analyze its proper position - grammar rules analysis)
*Teacher: Get students to analyze the attributives they have found. *Students: Analyze the attributives found in the passage, guess the proper positions of them and think about when different forms of -ing/-ed forms of attributives should be put before or after the noun. Purpose: To generalize rules as to where to put -ing/-ed forms of attributives and develop an interest in exploringfuture grammar knowledge.
Guided questions:
1. Have you found that some of the -ing/-ed forms appear before the object, but some appear after the object
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2. When are the -ing/-ed forms used before the object and when after
III. Practice (To consolidate the understanding of the grammatical patterns)
*Teacher: Design an exercise to check students ’ understanding of the pattern and position of “-ing/ed forms ” used as attributives. *Students: Try to transform the phrases with relative clauses into phrases with -ing/ -ed forms used as attributives and find out all the -ing/ed forms used as attributes in Reading A (Page 37). Purpose: To further grasp the pattern, form and function of -ing/ed forms as attributes and understand how they convey meanings.
Guided questions:
1. Two forms can convey one meaning. Can you transform the following phrases into phrases with -ing/-ed forms of verbs
2. Find out all the -ing/-ed forms used as attributes in Reading A (Page 37).
IV. Extended Explanation (To analyze its proper usage - grammar rules
analysis)
*Teacher: Lead students to find out more grammar rules. *Students: Identify in the given examples when to use -ing forms and when to use -ed forms and compare the different usages of the verb forms used as attributives. Purpose: To generalize the grammar rules of-ing/-ed forms used as attributives.
Guided questions:
1. Have you found that sometimes we use the -ing form, while sometimes we use the -ed form Have you found the rules？
2. As you can see from the last exercise, the -ing and -ed forms have different meanings. Can you try to identify when to use -ing forms and when to use -ed forms
V. Grammar in Use
*Teacher: Design scenarios to provide students with the opportunity to use the targeted grammar forms in context. *Students: Work in groups to modify a menu which is complained to be too simple by using the grammar forms they have just learned. Then share their new menu in class. Purpose: To use the -ing/-ed forms as attributives in real-life contexts.
Guided questions:
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1. Here is an SOS from a restaurant: Their menu has long been complained to be too simple to understand! Can you help them to improve their menu
2. Modify the description of each dish by using the new grammar forms you have just learned. Then present your new menu to the class.
VI. Assignments
1. Finish Exercise II on Page 41: Read the passage and fill in each blank with the appropriate form of the verb given in brackets. Then circle the -ing/-ed forms used as attributives.
2. Familiarize yourself with the texts of Grammar in Use I, II and introduce to the class the traditional food and eating customs of Chinese and French New Year celebrations in the form of WeChat voice messages.
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