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(共32张PPT)
Unit 5 On the road
Using language
Blogging Australia
I
Grammar
Grammar: -ing as attributive
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。
例如：
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.
Peter 收到一封信，信里说他祖母很快要来看他。
现在分词作定语 课本原句
1. …there were over 200,000 people reading my blog!
2. Now I have over 464,000 fans following me online.
3. Today I’ve been photographing a crocodile swimming
close to our boat.
4. Over time, this could make her a danger to people living
in the area.
5. I love to photograph the rising sun.
…
提炼主句（ 有主句意味着有谓语），判断被修饰的名词成分，再判断非谓语和被修饰名词的主被动关系，确定形式，最后翻译。
1. Look over there—there’s a very long, winding path
____________ (lead) up to the house.
2. There was a note ____________ (pin) to the door saying,
“Wait a moment, please.”
3. Today there are more airplanes ____________ (carry)
more people than ever before in the skies.
4. An experiment ___________ (conduct) recently is in favor of the idea.
leading
pinned
carrying
conducted
5. The students ____________ (benefit) most from college
are those who take full advantage of the college’s
chances and resources.
6. Aimed to deepen foreign people’s understanding of China, a class meeting ____________ (schedule) to be held in our school next week will be displayed on English
websites.
benefiting
scheduled
The road ____________(repair) now won’t be open until next month.
表示正在进行的被动动作, 即：正在被。
being repaired
being done作定语
1. Prices of daily goods _____________ (buy) through a
computer can be lower than store prices.
2. The play _______________ (produce) now aims mainly to reflect the local culture.
3. Abercrombie & Kent, a travel company in Hong Kong,
says it regularly arranges quick getaways here for people ______ (live) in Shanghai and Hong Kong.
bought
being produced
living
4. The room is empty except for a bookshelf
_____________ (stand) in the corner.
5. With such models, scientists have found out some key
principles _____________ (operate) in food webs.
6. Most colleges now offer first-year students a course
specially _____________ (design) to help them fit into the new envionment.
standing
operating
designed
Grammar: -ing as attributive Act. 2 on P70
Rewrite the underlined words using the -ing form.
Grammar: -ing as attributive
The Bernina Express follows a route running from Eastern Switzerland to Northern Italy. People travelling aboard the Bernina Express have the chance to see incredible views. The landscape lining the route is beautiful and dramatic, with snowy mountains and green valleys.
Grammar: -ing as attributive
There is no doubt that the Bernina Express is a journey for travellers wanting to get back to nature: the train window becomes the TV screen, and the natural world is the show.
Grammar: -ing as attributive Act. 3 on P71
Rewrite the advertisement using the -ing form to make it more compact and coherent.
Are you one of those people who work around the clock Are you getting “itchy feet” Take a look at our new offer: a once-in-a-lifetime adventure to the beautiful islands of Hawaii!
Go on a boat trip to see whales that jump out of the water and hear the song of dolphins that sing. Watch surfers who catch the waves — and maybe even give it a go yourself! ...
Grammar: -ing as attributive
Rewrite the advertisement using the -ing form to make it more compact and coherent.
Are you one of those people working around the clock Are you getting “itchy feet” Take a look at our new offer: a once-in-a-lifetime adventure to the beautiful islands of Hawaii!
Go on a boat trip to see whales jumping out of the water and hear the song of singing dolphins. Watch surfers catching the waves — and maybe even give it a go yourself!
Grammar: -ing as attributive
Rewrite the advertisement using the -ing form to make it more compact and coherent.
Put on your hiking boots and explore islands with waterfalls and active volcanoes. And at the end of the day, you won’t want to miss the view of the sun setting on the sea!
II
Vocabulary building
Vocabulary building: Planning a trip
Read the emails. Underline the tasks Andrew and Matt have to do before going on a trip.
(Act.4 on P71)
Vocabulary building: Planning a trip
Read the emails. Underline the tasks Andrew and Matt have to do before going on a trip.
Vocabulary building: Planning a trip
Complete the chart with the tasks in Act.4
1 _____________________
do research
Choose a destination
make a budget
Vocabulary building: Planning a trip
book flights or other transport
2 ________________________
arrange transfer to hotel
check if you need to
3 ________________________
exchange foreign currency if necessary
Make travel arrangements
book accommodation
apply for a visa
Vocabulary building: Planning a trip
4 _____________________
check the weather
5 _____________________
print boarding pass or collect tickets in advance
Get ready to go
check in online
pack luggage
Think of other things you may have to do before a trip and add them to the chart.
Vocabulary building: Planning a trip
Work in groups. Choose a destination and prepare your trip together.
Useful expressions:
Our group will go to … First, we’ll …
Then, we’ll check if …
We also need to …
Before departing, we should …
III
Listening & speaking
Before listening
Did You Know
Different types of tourism:
Food tourism:
Cultural tourism:
Adventure tourism:
While-listening
Listen to the conversation and find out where it takes place. (Act. 7 on P73)
Answer: C
While-listening
1 History Museum
behind 1 ________________
opens at 2 _______________
___________
Listen again and complete the map and the information for the tourist.
the town hall
half past nine in
the morning




While-listening
2 Paul’s Restaurant
next to 3 ___________________
serves 4 _____________________
Listen again and complete the map and the information for the tourist.
the post office
delicious fish and chips




While-listening
3 boat race
between 5 _______________ and 6 __________ universities
starts 7 __________________
Listen again and complete the map and the information for the tourist.
Oxford
Cambridge
tomorrow afternoon




Post-listening
Now talk about how the speakers ask for and give information. Listen again if necessary.
Speaking: Pair work
Work in pairs. Act out asking for and giving information. Student A: Turn to Page 83.
Student B: Turn to Page 86.
Homework
1. Summarize the usage of -ing as attributive;
2. Draw your own map and have a similar conversation.

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