《On the road》PPT教学课件
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如果是单个的现在分词形式作定语，常被放在被修饰词之
__前__，做__前___置定语
v-ing做定语时的位置（之二）
A.Do you know the number of people coming to the party?
B.The boy standing by the window is my classmate. 感悟：
What is the difference between the two groups of sentences ? Why does the author choose to use sentences (a) and (b) in the reading passage?
-ing as attributive
adverbial in the preivous unit and attributive clause in Book I .
Analysis of Students
What they have
What they need
swift mind, active & cooperative be aware of importance of grammar in attitude, interested in learning language learning
Teaching Background Analysis of Teaching Material
The theme of this unit is man and nature: to
understand the customs of different countries and respect cultural diversity.
People who travel aboard the Bernina Express have the chance to see incredible views.
The landscape that lines the route is beautiful and dramatic, with snowy mountains and green valleys.
exercises relevant to what have learnt
Ways of learning
pair work class work
individual work
group work
class work individual work individual work
1 Lead in
Difficult point
Improve their ability of observing, analyzing, discovering, and inducting.
Teaching methods
The guided discovery method
Task-based language teaching
3 Grammar Practice(2)
running traveling
lining
that runs who travel that lines
wanting
who want
Rewrite the underlined words using the ing form.
The Bernina Express follows a route that runs from Eastern Switzerland to Northern Italy.
mechanical drills
tasks with the practice of -ing as attributive
meaningful usage
differences between English and Chinese in attributive
deduction
self-assessment
saved the frightened child.
2. Thes_i_n_g_i_n__g (sing) girl is my classmate. 3. China is a _d_e_v_e_l_o_p__in__g_(develop) country. 4. We are impressed with the __m__o_v_i_n_g_ (move) film. 5. She found herself in an_e_m__b__a_r_r_a_s_s_i_n_g_ (embarrass) situation.
Key Competency Development
Cultural Awareness
Learning Ability
• develop the autonomy learning ability.
• improve their ability of analyzing and language perception while learning.
Duration:45 minutes
Steps 1. Lead-in 2. Presentation 3. Practice
4. Production
5. Cultural Tip
6. Quiz Time 7. Summary & Homework
Activities
Learning strategies
3)现在分词短语作定语，置于被修饰的名词之后。 Eg. If you see soldiers wearing sky-blue helmets, they are UN peacekeepers.
4)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。 Eg. 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.
4 Production
Rewrite the advertisement using the -ing form to make it more compact and coherent.
图形说明：现在分词作前置定语 -ing做前置定语 1.通常是放在被修饰词的前面
There is no doubt that the Bernina Express is a journey for travelers who want to get back to nature: the train window becomes the TV screen, and the natural world is the show.
but not so good at grammar using be conscious of the different language features between English and Chinese
Thinking Capacity
Teaching Objectives
• identify and extract key issues from complex information by observation and comparison;
1.如果是现在分词形式的短语作定语，则常放在被修饰词之 _后__ 做 __后___置定语。 2.短语作定语时,放在所修饰的名词之后,在意思上相当于一个定__语__从
句。
3 Grammar Practice(1)
1. The brave firefighter ran into the _b_u__r_n_i_n_g__ (burn) building and
If we use one single -ing form to modify a noun, we usually put it before the noun. If the –ing form plus other words is used to modify a noun, it is usually put after the noun.
This lesson is the Using language of the unit, focused on -ing as attributive with three different exercises.
Before this unit, students have learnt -ing as
• summarize through induction; • deal with learning problems through deduction.
Language Ability
• understand accurately ing as attributive.
• express appropriately -ing as attributive.
PPP model of teaching
Teaching aids: PPT, book, learning sheet Learning strategy: individual work, pair work, group work and class work.
Teaching Procedures
1)单个现在分词作定语，一般置于被修饰的名词之前，常表 示正在进行的动作。 Eg. leaking pipes
2)若被修饰的代词为 those，something, everything, nothing 等，则现在分词要放在其后。 Eg. He is reading something interesting.
sample sentences from reading passage
the usage of -ing as attributive
observation & discovery induction
blanking-filling, sentence substitution exercise
1. in sentence (a), who read the blog? 2. in sentence (b), what is rising?
2 Grammar learning
When do we put the -ing form before the noun it modifies and when do we put it ammarizing：
v-ing做定语时的位置（之一）
1.He is an attacking player. 2.He asked an embarrassing question. 3.Do you know the number of people coming to the party? 4.The boy standing by the window is my classmate. 感悟：
Unit 5 On the Road
-.
Contents
› Teaching Background › Teaching Objectives › Key & Difficult Points › Teaching Methods & Aids › Teaching Procedures › Blackboard Design › Reflection
• experience the language beauty; • master the language differences
between English and Chinese.
Key & Difficult Points of Teaching
Key points
Learn to use –ing as the attributive. Understand the differences of attributive between English and Chinese
__前__，做__前___置定语
v-ing做定语时的位置（之二）
A.Do you know the number of people coming to the party?
B.The boy standing by the window is my classmate. 感悟：
What is the difference between the two groups of sentences ? Why does the author choose to use sentences (a) and (b) in the reading passage?
-ing as attributive
adverbial in the preivous unit and attributive clause in Book I .
Analysis of Students
What they have
What they need
swift mind, active & cooperative be aware of importance of grammar in attitude, interested in learning language learning
Teaching Background Analysis of Teaching Material
The theme of this unit is man and nature: to
understand the customs of different countries and respect cultural diversity.
People who travel aboard the Bernina Express have the chance to see incredible views.
The landscape that lines the route is beautiful and dramatic, with snowy mountains and green valleys.
exercises relevant to what have learnt
Ways of learning
pair work class work
individual work
group work
class work individual work individual work
1 Lead in
Difficult point
Improve their ability of observing, analyzing, discovering, and inducting.
Teaching methods
The guided discovery method
Task-based language teaching
3 Grammar Practice(2)
running traveling
lining
that runs who travel that lines
wanting
who want
Rewrite the underlined words using the ing form.
The Bernina Express follows a route that runs from Eastern Switzerland to Northern Italy.
mechanical drills
tasks with the practice of -ing as attributive
meaningful usage
differences between English and Chinese in attributive
deduction
self-assessment
saved the frightened child.
2. Thes_i_n_g_i_n__g (sing) girl is my classmate. 3. China is a _d_e_v_e_l_o_p__in__g_(develop) country. 4. We are impressed with the __m__o_v_i_n_g_ (move) film. 5. She found herself in an_e_m__b__a_r_r_a_s_s_i_n_g_ (embarrass) situation.
Key Competency Development
Cultural Awareness
Learning Ability
• develop the autonomy learning ability.
• improve their ability of analyzing and language perception while learning.
Duration:45 minutes
Steps 1. Lead-in 2. Presentation 3. Practice
4. Production
5. Cultural Tip
6. Quiz Time 7. Summary & Homework
Activities
Learning strategies
3)现在分词短语作定语，置于被修饰的名词之后。 Eg. If you see soldiers wearing sky-blue helmets, they are UN peacekeepers.
4)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。 Eg. 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.
4 Production
Rewrite the advertisement using the -ing form to make it more compact and coherent.
图形说明：现在分词作前置定语 -ing做前置定语 1.通常是放在被修饰词的前面
There is no doubt that the Bernina Express is a journey for travelers who want to get back to nature: the train window becomes the TV screen, and the natural world is the show.
but not so good at grammar using be conscious of the different language features between English and Chinese
Thinking Capacity
Teaching Objectives
• identify and extract key issues from complex information by observation and comparison;
1.如果是现在分词形式的短语作定语，则常放在被修饰词之 _后__ 做 __后___置定语。 2.短语作定语时,放在所修饰的名词之后,在意思上相当于一个定__语__从
句。
3 Grammar Practice(1)
1. The brave firefighter ran into the _b_u__r_n_i_n_g__ (burn) building and
If we use one single -ing form to modify a noun, we usually put it before the noun. If the –ing form plus other words is used to modify a noun, it is usually put after the noun.
This lesson is the Using language of the unit, focused on -ing as attributive with three different exercises.
Before this unit, students have learnt -ing as
• summarize through induction; • deal with learning problems through deduction.
Language Ability
• understand accurately ing as attributive.
• express appropriately -ing as attributive.
PPP model of teaching
Teaching aids: PPT, book, learning sheet Learning strategy: individual work, pair work, group work and class work.
Teaching Procedures
1)单个现在分词作定语，一般置于被修饰的名词之前，常表 示正在进行的动作。 Eg. leaking pipes
2)若被修饰的代词为 those，something, everything, nothing 等，则现在分词要放在其后。 Eg. He is reading something interesting.
sample sentences from reading passage
the usage of -ing as attributive
observation & discovery induction
blanking-filling, sentence substitution exercise
1. in sentence (a), who read the blog? 2. in sentence (b), what is rising?
2 Grammar learning
When do we put the -ing form before the noun it modifies and when do we put it ammarizing：
v-ing做定语时的位置（之一）
1.He is an attacking player. 2.He asked an embarrassing question. 3.Do you know the number of people coming to the party? 4.The boy standing by the window is my classmate. 感悟：
Unit 5 On the Road
-.
Contents
› Teaching Background › Teaching Objectives › Key & Difficult Points › Teaching Methods & Aids › Teaching Procedures › Blackboard Design › Reflection
• experience the language beauty; • master the language differences
between English and Chinese.
Key & Difficult Points of Teaching
Key points
Learn to use –ing as the attributive. Understand the differences of attributive between English and Chinese