发布时间 : 星期日 文章高中英语外研版选修七Module 5 Ethnic Culture更新完毕开始阅读
He is always picking up very heavy things just to show off his strength. ②(无意中)学会。如：
She soon picked up French when she went to live in France.。 ③ 收听到。如：
I was able to pick you up on the short wave radio. ④ 搭载。如：
The car stopped to pick me up. ⑤ 恢复(健康)。如：
After staying in hospital for long, the patient was advised to go to the seaside to pick up his health. ⑥ 用较少的钱买到。如：
She picked up a valuable first edition at a village book sale. ⑦ 偶然结识。如：
He picked up the girl at a college disco. 4. Post-reading
Ask Ss to finish Activity 6 in pairs. Suggested Answer:
The effect is to make the passage more interesting. They add more personalized detail. Step 3. Grammar (1)
1. Ask Ss to read the sentences in Activity 1on page 60 and underline the v-ed form.
2. Give an example to the whole class and then ask Ss to rewrite the sentences in Activity 1.
3. Ask Ss to work in groups to discuss the relationship between v-ed form as adverbials and the adverbial clauses. (1) 从句的主语与主句的主语一致,且从句的谓语动词含有be。如：
It shames me to say it, but I told a lie when (I was) questioned at the meeting by my boss. (2) 从句的主语为it,且从句的谓语动词含有be。如：
When (it is) compared with the size of the whole earth, the biggest ocean does not seem big at all. 4. Let Ss complete the sentences with the correct form of the verbs in the box in Activity 2. 5. Help Ss sum up the functions of v-ed form as adverbials..
过去分词(past participles)或过去分词短语(past participial phrases)作状语是英语中常见的语言现象,可表示时间、原因、条件、让步、方式或伴随情况等。
(1) 作时间状语。如：
Seen from the top of the hill, our school looks beautiful. 从山顶上看,我们学校看起来很美。 Heated, liquids can be changed into gases. 液体被加热会变成气体。 (2) 作原因状语。如：
Attracted by the beauty of nature , the girl from London decided to spend another two days on the farm。被自然美迷住了,来自伦敦的那个姑娘决定在农场再呆两天。
Born and brought up in the countryside, he was interested in biology. 由于在农村出生并长大,他对生物很感兴趣。
(3) 作条件状语。如：
Given another chance, he will do better. 再给他一次机会,他会做得更好。
Grown in rich soil, these seeds can grow fast. 如果种在肥沃的土壤里,这些种子能长得很快。 (4) 作让步状语。如：
Laughed at by many people, he continued his study. 尽管被许多人嘲笑,他还是继续他的研究。
Exhausted by the climbing, the old man was determined to get to the top of the hill. 尽管已经爬得筋疲力尽,那位老人决定爬到山顶。
(5) 表方式或伴随情况。如：
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Followed by some officials, Napoleon inspected his army. 被一些官员跟随着,拿破仑视察了他的军队。 He stood there silently, moved to tears. 他静静地站在那里,被感动得热泪盈眶。 ※【难点点拨】
(1) 过去分词作状语,其逻辑主语须与句子的主语保持一致,它们之间存在着被动关系。如： Given better attention, the trees could grow better. 若管理得好一些,这些树木会生长得更好些。 He walked up and down the room, lost in thought. 他在屋子时走来走去,陷入了沉思。 (2) 有时,为了明确时间、条件、让步或原因等,分词前面可加连词when, if, unless, once, although或副词如deeply, completely, greatly等。如：
Sugar, when mixed with water, dissolves quickly. 糖与水混合很快就溶解。 Although tired, I must go on working. 我虽然累了,但必须继续干。
Deeply moved by the story, the excited people stopped quarrelling with each other. 激动的人们被那个故事深深地感动了,停止了争吵。
(3) 过去分词短语还可以和介词 “with”或 “without” 连用。如：
You should go to sleep with the light turned off. 你应该把灯熄了再睡。
Without anything left in the kitchen, we decided to eat out. 厨房里没有剩下任何东西,我们决定出去吃。 (4) 如果分词的逻辑主语与所修饰的句子的主语不一致,就要有自己的逻辑主语,这种结构称为独立主格结构(the absolute construction)。如：
The test finished, we began our holiday. 考试结束了,我们开始放假。
More time given, we should have done it much better. 如果给我们更多的时间,我们会做得更好。 6. Ask Ss to translate some sentences using V-ed form.
(1) 因为写得匆忙,这篇文章不是很好。 (2) 工作提前完成了,他非常满意。 (3) 教授走进了教室,学生跟在身后。
(4) 这样的机会一旦失去了, 恐怕不会再来了。 (5) 他静静地坐在那里,眼睛看着湖面。 (6) 从山顶上看,这个城市就像一个大花园。 Suggested Answers:
(1) Written in a hurry, this article was not so good!
(2) He was satisfied, with the work finished ahead of time.
(3) The professor came into the classroom, followed by his students. (4) Once lost, such a chance might never come again. (5) He sat there silently, (with) his eyes fixed on the lake.
(6) Seen from the top of the hill, the city looked like a big garden. Step 4. Homework
Rewrite the passage “No Problem” as a short factual report of a newspaper article.
Period 6 Cultural Corner, Task, Module File
Teaching Goals:
1. To enable Ss to make a conclusion of this module; 2. To deepen what Ss have learned in the module. Teaching Procedures: Step 1. Task
Writing an article about an ethnic minority. (This is the assignment of period 1of this module.) (1) Ask Ss to read through the instructions of Task on page 70.
(2) Ask Ss to discuss in groups what to write. Help Ss if necessary and encourage them to add some special
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information to their work.
(3) Get each group to choose a student to read out his work to the class. Then ask Ss to evaluate their own work
and select 3 best pieces. Step 2. Cultural corner 1. Leading-in
Ask Ss the following question to lead to the topic:
Now, we have learnt about many Chinese minorities. Do you want to know another two most well-known ethnic minorities of the English-speaking world? 2. Fast reading
Ask Ss to read the passage quickly and decide which paras describe the Native Americans and which ones describe Australian Aborigines. Suggested Answer:
Paras 1, 2 describe the Native Americans; Paras 1, 3,4,5 describe Australian Aborigines. 3. Intensive reading
(1) Ask Ss to read the passage again to fill in the blanks Where and when they came from The population when the Europeans arrived The cultures they have The population now Suggested Answer: The Native Americans Australian Aborigines Asia more than 40,000years ago about 350,000 hunting, gathering The Native Americans Australian Aborigines Where and when they Asia came from between 12,000 -25,000 years ago The population when between1.8-10million the Europeans arrived The cultures they have hunting, fishing, speaking many languages The population now 1iving in only a few areas of North just over 1.5% of Australia’s America population 4. Speaking
Ask Ss to discuss the similarities between The Native Americans and Australian Aborigines. (Get Ss to refer to the box above ) Suggested Answer:
They both from Asia. Both groups were hunting gatherers. The populations of both groups decreased after the arrival of western colonists.
Step 2. Module File
Purpose: To enable Ss to make a conclusion of this module and deepen what they have learned in the module.
Ask Ss to look at Module File on page 70 and try to recall what they have learnt in the module. Then tick the
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things they are sure that they know and put a question mark next to the points they are not sure of and a cross to what they don’t know.
Help Ss to share their ideas and deal with the difficult or confusing points. Step 4. Homework
1. Ask Ss to finish the rest of the exercises in the Workbook of this module. 2. Ask Ss preview module 6.
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