高中英语必修4_Unit4_Body_language语法教学案
人教版高中英语必修四 Unit 4 Body Language 教案
高中英语教学设计教学重难点Teaching FocusMake the students understand that body language has cultural diversity and there is no division of good or bad for the diversity.ChallengeMake sure that the students will have the awareness to use and try to understand others’ body language when they communicate with others in the future.教学准备A. A projectorB. computer for multimedia teaching教学方法Teaching methodsA. Asking-and-answering between the teacher and the studentsB.. Interaction among individuals, pair-work and group-workC. Task-based teachingD. Teacher’s demonstration and interpretationE. Role-playingF. Students’ discovery教学过程设计活动内容Step 2介绍身势语的重要性A.Telling Students the Story of Tai Lihua and Making Them Know theImportance of Body Language in Her Life ( 3 min )1.Present the pictures of Thousands of Hands Kwan-yin , and ask the students whether they know thegirl who dances in the front.2. Tell the students tell life story of Tai Lihua and ask them the question “What are the key factors forher success in her life?”The life story of Tai LihuaHer name is Tai Lihua（邰丽华）. She is called a Fairy of Peach blossom(桃花仙子) by people. You knowshe is a deaf girl, but she is a wise, diligent, charming and energetic girl. She studied very hard and got two degrees of bachelors in university. She was famous as an artist for her wonderful performance. She is deafand dumb. But how did she get that great achievement and became a successful person? She loves life very much. We should learn from her spirit. Besides her hard working, body language plays a very importantpart in her life. We are all healthy people, sometimes we can use body language to express ourselves. Sowe should pay more attention to learning body languages.B.Showing the Students the Science Report of the Importance Body Language,Making Them Know That Body Language Is As Important For Us As ForDisabled Person Like Tai Lihua. ( 1 min )Some psychologist believe that we communicate 65% of our ideas and feelings without words! The shape of our bodies and faces, the movements and gestures we make, the clothes we wear, how near we stand to each other and whether we touch each other…all these communicate. we must study all these types of information if we want to truly understand what other people are saying.Step 3介绍不同类型的身势语() ( step 3 will use around 5 min )A. Showing the Students The Four Types of Body LanguageGestureFacial expressionEye contactPostureB. Guessing The Meaning of GesturesThe teacher show the students a series of pictures of a man using different gestures, and the students are supposed to say their meaning.C.Acting Out By GesturesThe teacher show the students some English words and ask them to act them out together by using gestures.Victory!Ok !Be quiet!You!D. Chasing the Right WordThe teacher will show the students a series of pictures describing different facial expressions and askthe students to choose the right word for each.E. Matching the Right Interpretation Of the EyesThe teacher will present students several pictures of eyes and ask the students to match the right interpretation.Threatening No. sixThank you ！ Congratulations!Facial expressionanger fear joy sorrow contempt轻视surprise disgust 厌恶What do you see in the eyes below?That’s a problem. I need to thinkfor while.a whileIt’s you! Let’s have a duel!That’s horrible! I’m terrified!The next minute,you’re a dead body!I’m in great sorrownes s…I won’t give up! We’ll soon winback!F. Guessing The Meaning of Postures in Real ContextI’m listening carefully!What do we know from their posture?Nice to meet you!This woman is listening to your ideas…You meet this man for the first time…Give me a little time!I’m still thinking!You are asking this womanTo finish her work as soon as possible…You are asking this woman ”Have you got any good idea?” …I give up!OK!You are asking help from this woman…You are saying “Will you give up!”…G. Matching the Right Meaning of the Given Posturesnervous Bite your nails and fondle hair agreement Nod the head up and downBe not interested Look away or yawn.Do not believe Roll your eyes and turn your head away. angry Frown and turn your back to sb disagreement Shake the headStep 4给身势语下定义A．Finishing the First Question of Warming-up Part ( 3 min )The teacher will ask the students to discuss the question with your partner and try to find what the people in the pictures are communicating.B.Giving Definition To Body Language ( 2 min )The teacher will guide the students to give a general definition to body language.Body languageis a form of non-verbal communication.uses movements or positions of our body to show other people what we are thinking or feeling.mainly includes gesture, facial expression, eye contact, posture four forms.Step 5练习运用身势语A.Acting Out the Following words ( 4 min )This exercise is based on the second question of warming-up part. Two students will be chose to the frontof the class, and each of them will choose five words to act. After their action, other students will try to guess which word they have acted.•Hello!•Goodbye!•Go away!•Expensive!•I’m surprised!•I’m tired•I’m confused!•Good luck•I’m delighted!•I’m upset!•I’m sad!•I forgot!•You are great!•I’m curious!•I ate too much!•Come here!B．Acting Out the Dialogue on Page 67 ( 10 min )The student will work in groups of two to finish the speaking task of this unit on page 67. They are required to use appropriate body language as they are making dialogues. After their pairwork, volunteers will make their dialogue before the whole class.Step 6介绍身势语的文化多样性A．Showing the Cultural Difference in Body Language With Examples ( 2 min )America OKJapan moneyFrance zeroBrazilGermanyrudeB ． Presenting the Students the Major Greeting Customs in the World ( 2 min )Person and country Suitable greeting A man from ColumbiaTo a man: same as for a womanTo a woman: touches her shoulder and kissesher on the cheekA woman from BritainTo a man: not to close, shake hands To a woman: shake hands, will get closeA man from JapanTo a man: bowsTo a woman: bowsA man from CanadaTo a man: shake handsTo a woman: shake hands or kisses on both cheeks if knownA woman from FranceTo a man: shake hands, kisses twice on the cheekTo a woman: same to someone she knowsA man from the Middle East or some Muslim countriesTo a man:comes close, shakes handsTo a woman:nodsC. Discussion On the Question That If There is a Division of Good or Bad of the Different Meaning of The Same Body Language Under Different Culture.The students will have 3 minutes for discussion and after that some of them will represent their group to share their idea with the whole class.Step Role Play ( 8 min )USA Nigeria rude Germany Japanone“great”or “good job”。
人教版英语必修四课件：Unit+4+Body+Language语法专题课
3.He lost his life _d_e_f_e_n_d_in_g_the honor of his nation..
4.She sat by the windows,_e_n_j_o_y_i_n_g__ the beautiful sights outside. 5.The _sh_a_k__in_g__buildings showed us that an earthquake was coming.
• 8.In the same way that people communicate with spoken language, they also express their feelings _u_s_in_g_u_n_s_p_o_k_en__‘l_a_n_g_u_ag_e_’_th_r_o_u_g_h_p_h_y_s_ic_a_l __________ _d_is_t_a_n_ce_,a_c_t_io_n_s_a_n_d_p_o_s_tu_r_e_.
Body language
语法专题
教学目标
I. Know the rules of the –ing form. 1. The –ing form can be used as an attribute. 2.The –ing form can be used as an adverbial of time/reason/accompanying/result… II. Make use of the rules to make sentences.
6.How attentive the students are! They are all sitting
straight,_f_o_c_u_s_in_g_ their eyes on the screen. 7. It is exciting to watcha_p_p_r_o_a_c_h_i_ngathletes reach the other end of
高中英语人教新课标必修四Unit-4Body-language教(学)案
Unit 4 Body language阅读课一、教学容Pre-reading (p.25); Reading (p.26); Comprehending (p.27)二、教学目标1. 能力目标●让学生通过阅读，能够理解并尊重不同区域的人的身体语言和其文化涵义。
●进一步训练学生推测、略读、找读、归纳容等阅读技巧；培养学生把握篇章中心容、归纳段落大意、获取关键信息、并且能针对阅读容表达自己的观点的能力。
2. 语言目标●重点词汇与短语greet prediction represent association dormitory canteen flight curiouscuriouly Colombia approach cheek defend defence majormisunderstanding Jordan dash adult spoken Spain Italy likely crossroadsdefend against be likely to in general●重点句子结构与用法Yesterday, another student and I, representing our university’s student association, wentto …After half an hour of waiting for their flight to arrive, I saw several young people enterthe waiting area looking around curiously.I stood for a minute watching them and then went to greet them.She stepped back appearing surprised and put up her hands, as if in defence.Then Akira Nagata from Japan came in smiling, together with Japanese student.When Darlene Coulon from France came dashing through the door, she recognizedTony Garcia’s smiling face.三、教学步骤步骤一读前1. 引导学生回顾Warming Up局部和听力材料的容，布置学生各组不同的任务归纳人和黑猩猩的相似之处。
外研版高一英语必修四unit4语法课教案设计
Lesson plan for Great ScientistsTeachi ng Procedurese.The new hybrid rice has been developed by the Yuan Longping High-tech Agriculture Company of China.T:Now answer the following questions.1 .Which sentence is in the present simple(passive voice)?2 .Which sentences are in the past simple(passive voice)?3 .Which sentence refers to the future?4 .Which sentence is in the present perfect?3. Present the passive voice with four tenses on PPT the present simple, the past simple, the futuresimple, and the present perfect; then explain the usage of the sentences from the PPT one by one.4. Conclude the forms of the passive voice and show it on PPT. Let Ss learn to observe the sentences structures and distinguish the different tenses.The teacher guides the students to make a simple summary of the voice they have learned and form a clear concept of it.Stage 3 Practice (10mins)1. Ask Ss to do the exercise 1 and exercise 2 of different tenses about the passive voice. 厂 一Exercise 1 J 1.1 vxltfl monry ______ . Ihe lliedltv illA. was fnundB. find 吊 1 round Ik fonrid«rv cnnriiJ<nt ihiHenvironment _______ hy our furthervl'Jbrh tu induct pullulion.A. had been improved ' hr iniproi «dC?. k impiwcd 1). WHS improvrdXU nalliing _______ , Uiv(K?c3ns «111 turn inlo I LS J I deserts,A. doe\ B* h 刘d been done will 号 JuneExercise 2Fill in the blanks.Part oneLihui: Let's learn other scientists.Lihua: Cailun is a great inventor I'd like to talk.Lihui: Great,we all know that Papermaking _____________________ (invent) by him.Lihua:Yes,with the development of society, different types of paper _____________________ (develope) sofar.Lihui:Maybe in the future, new paper ________________ (create) and ________ (use) in other area.Part 2Tom:Do you know some famous scientists?Tina:Yes,Stephen Hawking,he _________________ (know) at home and abroad widely.Tom:for example?Tina:He ___________ (graduate) from Oxford University.In the 1960s,He (diagnose)with motor neurone disease.but he never gave up, his book A Briefbe +doneDesigning purposeHistory of Time(publish)in 1988.He is so outstanding and we(influence) by him.Tom:Right.we all believe his work(use) in other new field that(explore) by others scientists recently.Stage4 Production Discussion and making sentences in groups.(11 mins ) 1.Teacher show some pictures in the PPT, then ask Ss to discuss and describe the picture byusing the correct form of passive voice in groups. And some prompts are given besides the picture.T: I think you have learned passive voice by hearts. Now, we will make some sentences in passive voice inpassive voice.You know,we should learn not only their forms but also how to use them correctly. Ask Ss todiscuss the exercise in groups and finish it.Practice 1: Make sentences according to the pictures and given words.2.Write a short dialogue within sive sentences to describe the scientists with the right types of PV.Scientists are as follows:MadameCurie,Edison ect.3.Give some comments on the Ss' performance and then give a brief conclusion.Blackboard/PPT Design（板书 /媒体设计）Module 4 The Passive VoiceBe+done1.the present simple: am/is/are+done2.the past simple: was/were+done3.the future simple: will be+done4.the present perfect: have/has+been+done。
高中英语人教版必修四单元教案：Unit4BodyLanguage
Unit 4 Body LanguagePart One: Teaching DesignTeaching goals1. Target Languagea. 重点词汇和短语重点词汇和短语misunderstand, similar, facial, expression, agreement, yawn, chest, gesture, adult, punishb. 重点句型或交际用语重点句型或交际用语Act out the following meanings, please.Please guess what I mean.Please show the actions, using body language.Now it is your turn to show the action / gesture.Please use either spoken words or body language to express your ideas.Please use both spoken words and body language to express your ideas.2. Ability goalsa. Enable the students to understand what a certain gesture of the body language means in a given situation.b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.c. Enable the students to express with the target language the meanings given in body language.3. Learning ability goalsa. Help the students learn how to express themselves in body language when needed.b. Help the students understand others when body language is being used.Teaching important pointsa. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.b. Teach the students how to use body language in the most appropriate occasions. Teaching difficult pointsa. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.b. Let the students know that there is both positive body language and negative body language.Teaching methodsa. Individual work, pair work and group work.b. Acting out by imitation, mime or with gestures and body movement.Teaching aidsA computer, a projector and some pictures.Teaching procedures & waysThe first period reading(COMMUNICATION: NO PROBLEM?)AimsTo help students develop their reading ability.To help students learn about body language.ProceduresI. Warming upWarming up by actingLook at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side.Examples Of Body LanguageWarming up by defining—What is body language?II. Pre-reading1. Looking and sayingLook at the man in the picture below. What does he say to you by his body language?Basically, how the ...... do I know? Or, I don’t know nothin! The shoulders are hunched and the hands are open signifying a big question mark.2. Talking and sharingBody language is the quiet, secret and most powerful language of all!According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than we realize.Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birthIII. Reading1. Reading aloud to the recordingNow please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM?. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3. Reading to identify the topic sentence of each paragraphNext you are to skim the text to identify the topic sentence of each paragraph.4. Reading and transferring informationRead the text again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time?Name Country Action MeaningMr GarciaJulia SmithAhmed AzizMadame Coulon5. Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.6. Reading and translatingNow it’s time to translate the text into Chinese, sentence by sentence. Who will be the first to d o it?IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2 on page 26 and 27.Closing down by checkingC heck some of the following basic non-verbal cues and you'll recognize that you already speak and translate much of the language.“I’m surprised!” I’m shocked!” “I’m sad!”The second period Learning about Language(The ~ing form as the Attribute & Adverbial)I. Warming upWarming up by discovering useful words and expressionsTurn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.II. Learning about grammar1. Reading and thinkingTurn to page 25 and read with me the text of COMMUNICATION: NO PROBLEM? As you read along, pay attention to the uses of The ~ing form as the Attribute & Adverbial. (They are visitors coming from several countries. 作定语；Four people enter looking around in a curious way. 作状语；作状语； This is an exciting experience for you. 作定语; You stand watching and listening. 作状语；……)2. Doing exercises No. 1 and 2 on page 29Turn to page 29. Do exercises No. 1 and 2。
高中英语 Unit 4《Body Language》教案(7) 新人教版必修4
Unit 4 Body language 教案示例（1）教学目的和要求(Teaching aims and demands)教学建议(Suggested teaching notes)一、教学内容分析本单元的中心话题是“身势语”。
身势语是非语言交际手段中非常重要的一个方面，它通过无声的语言表达一个人的内心自世界。
与有声语言一样身势语也是文化的载体，在跨文化交际中起着举足轻重的作用。
了解身势语的不同文化涵义并正确地加以运用，经常会在交际场合起到意想不到的好效果。
教师在教授本单元时，可以提醒学生注意自己和他人在日常交际中的体态、姿势、面目表情等等，正确地理解和运用身势语，以达到良好的交际效果。
“热身”(Warming Up)部分以列表对比的形式引导学生了解有声语言与身势语之间的对应关系，并建议学生把这些动作表演出来，既有趣味性，又有体验实践性。
“读前”(Pre-reading)部分首先引导学生对语言的目的、身势语的含义进行思考，随后引导学生联系自己日常生活的实际，想一想How can you tell if someone is sad even if they do not speak?最后一个问题，启发学生说出身势语在跨文化交际中的作用。
“阅读”(Reading)部分，以机场迎接客人为场景，讲述了几个不同国家的来宾由于文化背景的差异，初次见面时互相问候的方式迥然相异，而造成的一些小误会。
形象地表明了身势语与文化背景的密切关系，以及身势语在人们日常交际中的重要作用。
这部分的写作方式颇有特色，可以让学生在阅读过程中，很自然地以“你”的身份去观察、倾听在机场发生的一切。
“理解”(Comprehending)部分的前五个小题旨在检查学生对阅读篇章细节的理解，第六、七小题旨在引导学生对身势语的文化差异、身势语的意义进行积极的思考，第八小题则要求学生能够运用细节推断出主人公的性别。
“语言学习”(Learning about Language)部分要求学生根据英文释义填写本单元重点词汇，然后用课文中的词语填空和运用派生法变换词性。
unit4 Body language period3教案
e.g. 1）The reason he gave was very convincing.
2）Perhaps the best example is smiling.
3.常考形式：
doing表示动作发生在谓语动词之后或几乎同时发生。
用it作形式宾语，真正的宾语是动词-ing形式。其结构是：
sb.＋动词＋it＋adj.＋动词-ing形式
常用动词有：think, like, hate, consider, find, feel, believe等
I feel it difficult trying again.
I found it useless/no use crying over the split milk.
e.g. 1）It was fortunate that Jack narrowly escaped being killed in a traffic accident
2）I am looking forward to seeing you again.
以下及物动词后既可接不定式又可接动词-ing作宾语，但两者意义上有区别
讲授新课
Step2 Conclusion
The verb-ing form as object and predicative
形式：一般式doing being done
完成式having done having been done
verb-ing的否定形式是在其前面加not
Step3 Study
1.The verb-ing form as object
shaking，bowing，nodding在句中作动词favour的宾语。
2021人教版高中英语必修四Unit4《Bodylanguage》word公开课教案
2021人教版高中英语必修四Unit4《Bodylanguage》word公开课教案Lead inMorning, class!I found you are busy preparing for the coming sports meet. I found I’m not in the list of the judge this year, which made me relaxed. I can enjoy your competition freely. What if it rains in the sports meet?What if our class wins the first place in the sport meet?We’re supposed to check some of the exercises, today. But unexpectedly, some teachers come to our class, so I made some adjustment. It becomes an “open class”. Let me introduce two of them to you.“This is Mrs. Ye. Hello! Mrs. Ye!”(shake hands)“This is Mrs. Li. Nice to see you! Mrs. Li!”(shake hands)What did I do to greet them just now? (Ss…)Hand-shaking is one of the most popular ways in the world to greet people.TitleI read about an article. The name is “The Open Hand – A Universal Sign”. I don’t quite understand the title at first sight. Who can explain it to me? (S1…S2…) What does “open” mean? Discuss with your partner and guess the meaning of the title.I make a fist, is it open? I hold a pen, is it open? If I close my hand, what can I hold? (weapon) Now, my hand is open, can I hold anything? Now, I approach you, do you feel safe? So, what does the open hand mean? The open hand is a sign of safety and friendliness.Structure of the passageTwo things are talked about in the text, they are:(1) Different ways of showing the open hand in different countries(2) The most popular way to show the open hand in the worldIf you are going to write the article with this title, which part will you write first? Why? (S1:…S2…)(1)(2): ways of greeting that are different from yours, more interesting, attract readers. Special to general.(2)(1): familiar and important things come first. General to special.Read the text fast and silently 3 minutes and find out which part is talked about first, and which, second.(Ss read silently and check)Para1Now close your books. Some questions are talked about in the first paragraph.Why do people smile?How do people shake hands?Smile and handshake – the two most popular ways of greetingWhy do people shake hands?Do not rely on your memory, but rely on the logical meaning, decide the order of the 4 questions in a text. Now think about it. (Ss think) Now exchange your ideas with your partner. (check the answer)The most popular way to show the open hand in the worldSmile and handshake – the two most popular ways of greetingWhy do people smile?Why do people shake hands?How do people shake hands?Now read paragraph1 carefully and silently for 2 minutes and find out 3 sentences to answer the three questions. One sentence for one question. (check the answers together)Some sentences have similar structures? Can you find them?What if…? What if…? What if…?We have to…, and we have to…It shows that…, and that…Repetition makes the meaning stronger, but they may not be the key sentence. And it is necessary to tell the key sentence from the supporting details.How do you understand some expressions in this paragraph?Stranger: someone we don’t knowUnfamiliar place: place we haven’t been to or know little aboutTrust: believe in, rely onBe armed (with): be equipped with weaponPractice explaining the meaning of the expressions. Aloud. (Ss practice. Cross out the explanation and practice together again)Para2Although handshake is widely used in the world, people in some Asian cultures do not always touch another person. So, how can they show their open hand? Please work together with your desk mate to find out how they greet people.ChineseJapaneseHinduMuslimYoung people in the west(Ask a group of Ss to demonstrate one by one. After one student’s demonstration, explain.) Chinese: Wrong! The textbook is not always correct. 作揖hand, mouse, earJapanese: slightly – a little, if the person is unfamiliar, if the person is important.Hindu: hands not too low, “bow” not “nod”Muslim: students more familiar, now only touch heartYoung people in the West: five fingers, Give me five!, support and victoryLet’s practice!Class, stand up! Turn around and face your desk mate. I’ll tell you where you are from, and you perform.1.both of you are from India2.both of you are Muslims3.both of you are young people in the West4.look at me, this one (left hand) is from china and this one is from JapanAre there any problems? If you are from different countries, maybe you’ll have to make adjustmentNow I’ll make the greetings and you explain how people from different cultures greet. Read out the sentences in the text aloud, please. (Do the movement, Ss explain)Although the body language is different, they have something in common. What do they have in common?If you look at the first sentence and the last sentence, you will find the first sentence tells the difference, and the last sentence tells the same meaning. (Opinion–supporting details-conclusion)Body language – differentCarried meaning – the sameDiscussionWhat can we do to avoid misunderstanding caused by ways of greeting between people from different cultures? (Discussion or S1…S2…)What can we do to avoid misunderstanding caused by waysof greeting between people from different cultures?Be friendly and understanding.Always wear a smile when greeting, for its something universal.Combine spoken language and unspoken language to communicate better.Learn more about cultural difference and make adjustment whenever necessary.My suggestion for leaning body language is thatWhen you see an English film or talk with native speakers,observe their facial expression and gestures. Keep a recordof what interests you most. Watch what people do as wellas what they say. You can learn more from actions than youcan from words.Bb designThe Open Hand – A Universal SignWhat if…? What if…? What if…? What if…?We have to…, and we have to…unexpectedlyIt shows that…, and that…make adjustmentopenweaponsafetyfriendliness。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Period IV Grammar必修4,unit4Teaching aim: Grasp the usages of -ing form used as the attributive and the adverbialI. Preparation for the grammar by oneself before class.[自学探究] (SB P29 Discovering useful structuresII. Students work together to make a thorough inquiry during class.[合作学习]STEP1.现在分词作定语现在分词及其短语可以在句子中作定语,其作用相当于一个定语从句。
其动作和谓语动词同时发生,与其修饰词之间是主动关系,也就是说现在分词的动作就是它修饰的那个词的动作。
1.现在分词作定语时的位置(1现在分词作定语时多置于它所修饰的名词之前;分词短语用于它所修饰词的后面。
例如:He is an attacking player.他是一个攻击型的运动员。
They lived a room facing the north thirty years ago.三十年前,他住在一个朝北的房间里。
(2如现在分词修饰由some/any/no + thing/body/one所形成的不定代词或指示代词those 时,分词在这些被修饰词的后面。
例如:Anyone swimming will be punished.正在游泳的任何人都将受到惩罚。
重点把握:动词-ing形式中的动名词也可用作定语,它表示用作…的,而现在分词作定语通常相当于一个定语从句。
如:a writing table = a table used for writing ;a sleeping boy = a boy who is sleeping2、现在分词作定语时与谓语动词的时间关系现在分词表进行意味和主动意味,因此,用现在分词作定语时,其表示的动作是与谓语动词同时发生的,或是正在发生的动作。
例如:There were no soldiers drilling.= There were no soldiers who were drilling.没有士兵在操练。
The man running over there is our chairman.= The man who is running over there is our chairman.正在朝那边跑的那个人是我们主席。
重点把握:having done(现在分词的完成时态表示该动作先于另一个动作,现在分词的完成时态永远不能作定语。
3、如果一个及物动词作定语,既要表达进行意味,又要表达被动意味时,可用现在分词的被动语态。
例如:The meeting being held is very important.正召开的会议很重要。
The skyscraper being built is still higher than that built the year before last.正在建的那幢摩天大楼比前年建的那幢还高。
STEP2. 现在分词作状语现在分词及其短语可在句子中作状语来修饰谓语动词或整个句子。
用来表示动作发生的时间、原因、结果、条件、让步、或伴随情况等。
例如:Climbing to the top of the hill, we saw a beautiful view.爬上山顶后我看到了一幅美丽的景象。
Being sick I stayed at home.我因病呆在家里。
重点把握:如指将来的动作就可用不定式的被动语态,如:a meeting to be held 将要召开的会议如表过去可用过去分词a meeting held 开过的会议1、现在分词作状语与谓语动词时间关系(1现在分词表示的动作和谓语动词表示的动作同时发生或几乎同时发生分词用一般形式。
例如:Not recognizing the voice, he refused to give the person his address.因为没听出这个人的声音,他没把自己的地址给他。
It rained heavily, causing great damage.大雨滂沱,造成了很大损害。
He ran up to her breathing heavily.他气喘吁吁的跑到她面前。
【重点把握】分词作作状语时必须注意分词的逻辑主语必须与句子主语保持一致。
但是,有几个常用词组不符合这种语法限制。
如:generally speaking, considering, judging from, talking from ,supposing(为连词意思为假如,(2现在分词表示的动作和谓语表示动作(或状态是同时发生或几乎同时发生的。
否则现在分词需用完成形式。
例如:Having already seen the film twice, she didn’t want to go to the cinema.这电影他已看过两遍,他不想去看了。
Not having received his father’s letter, he decided to make a call to him.因为没收到他父亲的信,他决定打个电话给他父亲。
思维拓展过去分词状语时,其表示的动作时句子主语承受的动作。
他们之间的关系是被动关系。
Given more attention, the trees could have grown better.如果对这些树更关心一些,他们本来会长的更好。
2、现在分词作状语时,现在分词的动作就是句子主语的动作。
因此,句子主语与现在分词之间是主动关系。
例如:I run out of the house shouting.我喊叫着跑出屋来。
I got home, feeling very tired.我疲惫的回到家里3、有些现在分词作状语时,其前可用after, before, since, when, while, whenever, once, until, on, as等词。
例如:After talking to you, I always fell better.和你谈过话后我总感觉好一些。
When telephoning London numbers from abroad, dial 1, not 01.从国外往伦敦打电话,请拨1,不是01。
III. Teacher work together with studentsSTEP3.[典例解析]1. The secretary worked late into the night, ____ a long speech for the president.A to prepareB preparingC preparedD was preparing[解析] 本题考察现在分词作伴随状语用法。
分词与逻辑主语之间为主动关系,故选B。
2.____ a reply, he decided to write again.A Not receivingB Receiving notC Not having receivedD Having not received[解析]分词短语表示的动作在谓语动词之前发生,故用现在分词的完成时态。
Not 要放在非谓语动词之前。
3. “Can't you read?” Mary said ____ to the notice.A angrily pointingB and point angrilyC angrily pointedD and angrily pointing[解析] 现在分词作伴随状语,分词与逻辑主语之间为主动关系,故选现在分词。
故答案为A。
4. The meeting ____ now is very important.A heldB to be heldC being heldD holding[解析]会议是被召开的,故排除掉D。
根据时间状语now我们知道会议是正在召开的,而不定式作定语表将来。
故答案为C5. If you want a letter ____ , you must keep in mind several rules while ____.A written; writtenB well written; writingC well writing; writingD well written; write[解析]第一个空为过去分词作定语,分词与他修饰的名次之间有被动关系,所以用过去分词。
第二个空是while加现在分词作时间状语。
现在分词与其逻辑主语之间为主动关系。
故答案为B。
6. He never spends a _____ day.A more worryB most worryingC more worryingD more worried[解析]因句子具有“a day worried him”即a day is worrying的意义,所以需用worrying。
故答案为C。
7. ——— speaking, women live longer than men.A. Judging fromB. generallyC. SupposingD. Taking everything into consideration[解析] 此句子考察的是表示说话人态度的一些惯用法。
依据句子意思应是一般说来的,通常说来,故选BIV. 当堂达标1._____to unde rstand what he doesn’t, he makes a fool of himself.A. Always pretendedB. Having always pretendedC. Always being pretendedD. Always pretended2.To get there in time, they came _____all the way.A. runningB. runC. ranD. to run3. We’ll go to have a pi cnic tomorrow or the day after _____ on the weather.A. dependedB. dependingC. dependsD. is depending4. It has rained nonstop for ten days, completely _____ our holiday.A. ruiningB. to ruinC. ruinedD. has ruined5. They set out _____for the _____.A .searching losing B. searching lost C. to search lost D. searched losing6.It’s a pleasure to watch the face of a _____baby.A. asleepB. sleepC. sleepingD. slept7.The boy sat there _____what to do.A. doesn’t knowingB. didn’t knowingC. not knowD. not knowing8.The secretary worked late into the night, _____a long speech for the international conference.A. to prepareB. preparedC. preparingD. was preparing9.European football is played in 80 countries _____it the most popular sport in the world.A. makingB. makesC. madeD. to make10.The _____Prime Minister expressed his satisfaction with his talks, _____that he had enjoyed his stay hereA. visiting ,addB. visited, addingC. visiting, addingD. visited, added11.Due to the heavy rain and flooding, ten million people have been forced _____ their homes.A. leavingB. to leaveC. to be leftD. being left语法同步练习1----5 DABAB 6---10CDCAC BSTEP4. Summary and homework.Do the exercises together with the text.。