高中英语必修四：unit3 GRAMMAR 教案
被动语态用法小结
【语境展示】
1. The three words are pronounced in the same way.
2. They were given a warm send-off at the airport.
3. The matter will be looked into in the future.
4. I didn’t expect that I would be asked to speak.
5. The children are being taken care of by their aunt.
6. A new supersonic aircraft was being designed.
7. They have been warned not to swim there.
8. He told me that the factory had been closed dow n.
【归纳】
语态是动词的一种形式，用以表示主语和谓语之间的关系。
英语的语态分为两种：主动语态和被动语态。
主动语态表示主语是动作的执行者；被动语态表示主语是动作的承受者。
被动语态常用于以下几种情况：
1. 不知道动作的执行者是谁。
如：
Printing was introduced into Europe from China.
2. 不必提到动作的执行者。
如：
Such things are not done twice.
3. 强调或侧重动作的承受者。
如：
The girl is liked by everybody.
一、被动语态的构成
被动语态的基本形式是“be + V-ed 形式”。
通过改变be 的时态，可以构成不同时态的被动语态。
二、各个时态的被动语态的构成
1. 一般现在时的被动语态：am / is / are + V-ed 形式(如例句1)
2. 一般过去时的被动语态：was / were + V-ed 形式(如例句2)
3. 一般将来时的被动语态：will + be + V-ed 形式(如例句3)
4. 一般过去将来时的被动语态：would + be + V-ed形式(如例句4)
5. 现在进行时的被动语态：am / is / are + being +V-ed形式(如例句5)
6. 过去进行时的被动语态：was / were + being +V-ed形式(如例句6)
7. 现在完成时的被动语态：has / have + been +V-ed形式(如例句7)
8. 过去完成时的被动语态：had + been + V-ed 形式(如例句8)
其他时态或没有被动语态，或极少用被动语态。
三、一些特殊结构的被动形式
1. 双宾动词的被动结构。
有些双宾动词（如give，lend，offer，send，show，tell 等）可用于被动结构，在多数情况下都把间接宾语变为主语，而把直接宾语保留下来。
有时也可把直接宾语变为主语，把间接宾语改为to 引导的短语。
如：
I was given a gift on my birthday.
A gift was given to me on my birthday.
2.“be + V-ed形式+ 动词不定式”结构。
如：
She is reported to have broken a world record.
3.“情态动词+ be + V-ed形式”结构。
如：
This can’t be done in a short time.
4.“get + V-ed形式”结构。
如：
Hundreds of people get killed every year by traffic on the roads.
5.“it + be + V-ed 形式+ that 引导的从句”结构。
常用于此类结构的动词有believe，know，prove，report，say，su ppose 等。
如：
It is reported that he was driving carelessly.
四、在用被动语态时应注意的几个问题
1. 在被动语态中，动作发出者往往置于by 之后。
但在不必指出动作发出者是谁、动作发出者并不重要或很难指出动作发出者是谁时，一般不提及动作发出者。
如：
The match had to be put off because of b ad weather.
2. 一些感官动词（如feel，hear，look，notice，see，watch 等）及使役动词（如make，let，have 等）在主动语态中一般跟不带to 的动词不定式，但在被动语态中to不可省去。
如：We often h ear him play the guitar. → He is often heard to play the guitar.
3. 有些动词可用主动结构来表达被动意义，这类句子的主语通常是指物的，具有某些内在的
特征，能够促使动词所表示的动作得以实现或难以实现。
如：
My voice doesn’t carry well.
This box doesn’t close properly.
This kind of rice cooks more quickly than that kind.
【即学即用】用所给动词的适当形式补全下列句子。
1. It’s said that the long bridge _____ (build) in two months.
2. As far as I know, the injured workers _____ (treat) at a local hospital now.
3. Many trees and flowers _____ (plant) in our school last year.
4. Sorry to bother you, but you _____ (want) on the phone by a man named Smith.
5. The chairman said that he _____ (invite) to visit America before long.
6. The window which _____ (break) for a week was repaired yesterday.
7. The man turned round from time to time to see if he _____ (follow).
8. The meeting of the old classmates _____ (plan) since the new year.__
Key:
1. will be built
2. are being treated
3. were planted
4. are wanted
5. would be invited
6. had been broken
7. was being followed 8. has been planned。
2020届高考英语(人教版)必修四课堂要点精析讲义Unit 4 Section Ⅲ Grammar— 现在分词作状语含答案
Section_ⅢGrammar—现在分词作状语语法图解探究发现①... I saw several young people enter the waiting area looking around curiously.②I stood for a minute watching them and then went to greet them.③She stepped back appearing surprised ...④Then Akira Nagata from Japan came in smiling, together with George Cook from Canada.⑤When Darlene Coulon from France came dashing through the door ...⑥Turning around, she saw an ambulance driving away.⑦The old scientist died all of a sudden, leaving the project unfinished.⑧Hearing the news, they jumped for joy.⑨Having smoked too much, he has suffered from lung cancer.[我的发现](1)黑体部分在句中作伴随状语的是①②③④⑤；作时间状语的是⑥；作结果状语的是⑦；作原因状语的是⑧⑨。
(2)比较句⑧和⑨可知：句⑧中动词-ing形式短语为一般式，表示动作与谓语动词同时发生；句⑨中动词-ing形式短语为完成式，表示动作发生在谓语动词之前。
(3)观察句①～⑨可知现在分词的逻辑主语都是句子的主语。
一、现在分词作状语的用法现在分词(短语)在句中作状语来修饰谓语动词或整个句子，表示动作发生的时间、原因、条件、结果、方式、让步或伴随状况。
高中英语人教必修四：Unit3SectionⅢGrammar—动词ing形式作表语、定语和宾语补足语
即时演练 3 3－1．用所给动词的适当形式填空 ①(全国卷Ⅱ改编)They use computers to keep the
traffic running (run) smoothly．
②(辽宁高考改编)The old couple often take a walk after supper in the park with their pet dog
自主探究
(1)动词ing 形式可在句中作 表语 (句⑦)。 (2)动词ing 形式可在句中作 定语 (句②、③、⑤)。 (3)动词ing 形式可在句中作 宾语补足语 (句①、④、
⑥)。 (4)由句②和句③可以看出单个现在分词作定语时要放在
它所修饰的名词之 前 ；现在分词短语作定语时放在它所 修饰的名词之后 。
即时演练 2 2－1．用所给动词的适当形式填空
①Our school went on an organized (organize)
trip last week．
②He said if we had any questions to ask (ask),
he would help us． ③(山东高考改编)There's a note pinned to the door
following (follow) them．
3－2．完成句子
③I suddenly felt myself being hit by a heavy
fist． 我突然感到自己被重重地打了一拳。
④His question has set me thinking ．
他的问题让我深思。
⑤We shouldn't keep our lights burning in the
人教版必修4英语Unit3_Grammar_教学设计
Unit3 Grammar 名师教学设计设计意图This is the last teaching period of this unit, aiming to help students learn something about the usage of the -ing form. The emphasis of this period is mainly placed on the understanding and usage of the -ing form. To achieve the above aims, the teacher should ask students to find and read some sentences from the text in which the -ing form is used, then ask them to discover the function of the -ing form, and summarize the rules. Teachers should give a clear explanation about how to use the the -ing form. In addition, teachers should get the students to apply them to the exercises individually and then check the answers.教学重点1. Enable students to understand the function of the -ing form.2. Enable students to apply the usage of the -ing form.教学难点Enable the students to apply the usage of the -ing form in a real situation.教学目标1. Help students to understand the usage of the -ing form as the predicative, attribute and object complement.2. Enable students to grasp the skills of using the -ing form as the predicative, attribute and object complement correctly.呈现新知Lead-inT: Hello, everybody! Today we are going to learn something more about the -ing form. First, read the sentences and expressions from the text. Pay attention to the -ing form in them.(The teacher shows the sentences on the PPT.)T: From these sentences and expressions, what can you learn about the -ing form?S: In the three expressions, the -ing form is used as the attribute. In the fourth sentence, the -ing form is used as the predicative. Besides, the first three sentences, the -ing form is used as the object complement.(The teacher writes down the function of the -ing form on the blackboard.)感受新知I. Read the sentences in which the -ing form is used as the attribute. Find the differences in the usage of the -ing form.1. The boy standing in the classroom is our monitor.=The boy who is standing in the classroom is our monitor.(动词-ing形式作定语，可表示所修饰的名词的动作或状态，可转化成一个定语从句)2. There is a swimming pool in our school.= There is a pool for swimming in our school.(动词-ing形式作定语，可表示名词的属性、作用或用途，可改为for短语) II. Read the sentences in which the -ing form is used as the predicative. Find the differences in the usage of the -ing form.1. The film we saw last night is quite moving.(-ing形式作表语，可表示主语的某种性质和特征，常看成是形容词)2. His hobby is collecting wine bottles.=Collecting wine bottles is his hobby.(-ing形式作表语，可用来说明主语的内容，表语和主语常可以互换位置) Ⅲ. Read the sentences in which the -ing form is used as the objectcomplement. Summarize the verbs which are followed by the object complement.1. I see a stranger sliding into the manager’s office.2. I heard her singing an English song when I passed by her room yesterday.(表示感觉和心理状态的动词see，hear，feel，watch 等后接宾语补足语，表示动作正在进行)3. We shouldn’t keep our lights burning in the day.(使役动词keep, have, make, get等)IV. Give the students several minutes to read more sentences, and find out the different functions of the -ing form.1. Students are not allowed to speak aloud in the reading room.2. The report is very encouraging.3. Listen! Do you hear someone calling for help?4. The girl swimming in the river is good at dancing.5. Our greatest happiness is serving the people.V. Conclusion.Suggested answers：Ⅵ.Consolidation.用括号内所给动词的适当形式填空1. The villagers saw the fire _____ (burn) brightly in the distance.2. The woman _____ (look) at her map is a relative of my mother.3. Doing nothing is _____ (do) ill.4. His refusal to come to our party was the most _____ (disappoint).5. He gave us an _____ (inspire) speech. We were all _____ (inspire)Suggested answers: 1. burning 2. looking 3. doing 4. disappointing 5. inspiring; inspired归纳拓展I. Read the sentences. Pay attention to the function of the -ing form.(1) He is a promising young man.(2) The woman standing over there is our English teacher.(3) The houses being built are for the teachers.(4) My job is teaching English.(5) They heard him singing in the next room.(6) He was heard singing in the next room.Conclusion：1. Sentences (1) (2) (3)中，动词-ing形式作_____。
高中英语Unit3TraveljournalSectionⅢGrammar教案新人教版必修
高中英语Unit3TraveljournalSectionⅢGrammar教案新人教版必修Section Ⅲ Grammar —现在进行时表将来语法图解探究发现①We are waiting for you now.②Now she is planning our schedule for the trip.③I am taking the kids to the zoo this Sunday.④He is leaving school in one year's time.⑤He is arriving tomorrow on the 16：40 train.[我的发现](1)现在进行时表示此时此刻正在进行的动作。
如例句①、②。
(2)现在进行时有时可以表示按计划或安排即将发生的动作，这种现在进行时比较生动，给人一种期待感。
如例句③、④、⑤。
一、现在进行时表将来1．用位移动词现在进行时表示将来主要用于按计划或安排将要发生的动作或事件，多用表示位置转移的动词(短语)，如arrive, come, get (to), leave, return, start, travel, take, take off, fly, see off, set off等。
I am seeing him off this afternoon.今天下午我去给他送行。
We're leaving for Shanghai this afternoon.今天下午我们将动身去上海。
The plane is arriving in 10 minutes.飞机将在10分钟内到达。
[即时演练1] 补全句子①She is_leaving_for Singapore tonight.她今晚将动身去新加坡。
②When are_you_setting_off_for your holiday?你什么时候动身去度假？③His plane is_taking_off at 9：20, so he must be at the airport by 8：30.他乘坐的飞机将于9：20起飞，所以他必须在8：30之前赶到机场。
高中英语Unit3LifeinthefuturePeriodFourGrammar—ThePastParticiple(3)astheAdverbial教案
Period Four Grammar—The Past Participle（3）as the Adverbial感知以下课文原句，完成方框下的小题1．作状语用的过去分词(短语)和句子的主语之间有逻辑上的动宾关系，或称为被动关系，如例句1和例句2。
但有的与逻辑主语之间不表示被动关系，如：例句3和例句4，而是表示逻辑主语的状态。
2．过去分词(短语)在句子中可以作原因状语，如例句1,3,4；作伴随情况或方式状语如例句2等。
3．由例句2和例句4可知，作状语用的过去分词(短语)可以转化成相应的并列句或状语从句。
一、过去分词作状语的类型过去分词(短语)作状语，表示被动的或完成的动作，这时句子的主语和过去分词之间为逻辑上的被动关系。
Written inahurry，thisarticlewasnotsogood.因为写得匆忙，这篇文章不是很好。
本句中的Writteninahurry即为过去分词短语作状语，表示这篇文章是被写的，而且已经被写完。
过去分词通常在句中作时间状语、原因状语、条件状语、让步状语、方式状语和伴随状语等。
1．过去分词作时间状语，在句中相当于一个时间状语从句。
Asked abouthisaddress(＝Whenhewasaskedabouthisaddress)，theboydidn’trespond.问及他的地址时，小男孩没有作答。
2．过去分词作原因状语，在句中相当于一个原因状语从句。
Encouraged bytheprogresshehasmade(＝Asheisencouragedbytheprogresshehasmade)，heworksharder.由于受到所取得的进步的鼓励，他工作更努力了。
3．过去分词作条件状语，在句中相当于一个条件状语从句。
Given moretime(＝Iftheyweregivenmoretime)，thetreescouldgrowtaller.如果再多给一点时间，这些树会长得更高。
2019外研版高中英语选择性必修四Unit3 Using language grammar教案
Book 7 Unit 3 Period 3
Using language
（40分钟）
课型：语法-状语从句复习
主题：人与社会—社会发展与人类文明
内容分析：
本单元大观念: 着眼中外文化交流，立足于中国本土文化，从不同的视角理解中国文化和中国文明，从更广阔的角度探讨中国如何更好地走向世界。
本课为单元第三课时语法。
该部分的主要内容为状语从句的复习。
这部分要求学生在分析典型例句的基础上，补全一个关于大提琴演奏家马友友的小语段，之后再运用状语从句讲述中国高铁的发展，并完成相应的开放性练习。
学情分析：
高二学生已具备在阅读中获取细节信息的能力，部分学生能用英语自信地表达观点。
学生之前也学习过状语从句，对状语从句有一定的了解，但此前与之相关的知识结构并不系统。
学生可能了解了如今中国发明的国际影响力，但缺乏相关信息的英文输入。
教学目标：
在本节课结束后，学生应该能够：
1.理解并总结状语从句的类型和意义，区分不同种类的状语从句；
2.在真实语境中使用状语从句，创造性地完成开放性问题；
3.为中国文化和科技为世界做出的贡献感到自豪，激发努力学习建设祖国的爱
国热情和民族自豪感。
教学重点：
1.引导学生复习状语从句的特点，在真实语境中使用状语从句。
2.引导学生理解中国在文化和技术方面对世界做出的贡献，锻炼语言表达能力。
教学难点：
引导学生在真实语境中使用状语从句
Teaching procedures。
2019-2020年高中人教版英语选修8教学案：Unit4SectionⅢGrammar—过去分词(短语)作状语(含答案)
2019-2020年高中人教版英语选修8教学案：Unit 4 Section Ⅲ Grammar —过去分词（短语）作状语(含答案)语法图解探究发现①Now once taught by me, she'd become an upper class lady ...②But, sir, (proudly) once educated to speak properly, that girl could pass herself off in three months as a duchess at an ambassador's garden party.③Although wounded all over, the brave soldiers continued to fight.④Lost in the forest, you should first of all remain where you are, waiting for help to come.⑤Seriously injured, he had to be taken to hospital.⑥Followed by his wolf-dog, the hunter walked slowly in the forest.⑦He was found lying on the ground, his hands tied.[我的发现](1)句①～⑥中的过去分词分别在句中作条件状语、条件状语、让步状语、时间状语、原因状语和方式状语。
(2)过去分词表示被动或已经完成的动作。
作状语时，可以单独使用，如句④、句⑤、句⑥；也可以在其前面加上适当的连词，如句①、句②和句③。
(3)过去分词的逻辑主语必须与句子的主语保持一致，如果不一致，我们常在过去分词前加上其逻辑主语，构成独立主格结构，如句⑦。
一、过去分词(短语)作状语过去分词(短语)表示被动，表示动作已经完成，其逻辑主语则为句子的主语。
Unit 3 Grammar 讲义-高一英语牛津译林版(2020)必修第一册
译林版必修第一册Unit3单元语法--关系代词引导的限制性定语从句语法精析在复合句中，修饰某一名词、代词或整个主句的从句叫定语从句。
被定语从句修饰的名词或代词叫先行词，连接先行词和定语从句的词叫关系词。
关系词的主要作用是连接主句和从句，同时指代先行词，并在从句中充当一定的句子成分。
关系词分为关系代词和关系副词两种，关系代词有that，which，who，whom，whose等；关系副词有when，where，why。
一、关系代词的用法1．who指人，在定语从句中作主语或宾语。
The person who tricked me was one of my classmates.骗我的那个人是我的一个同学。
He is the man who I respect very much.他就是我非常尊重的那个人。
2．whom指人，在定语从句中作宾语，常可省略。
The old man (whom) the girl had tricked was my grandfather.女孩欺骗的那位老人是我的爷爷。
[温馨提示](1)关系代词whom在口语或非正式文体中常可用who/that来代替。
The boy (who/whom/that) we saw yesterday was John’s brother.昨天我们看到的那个男孩是约翰的哥哥。
(2)在从句中作介词的宾语且直接跟在介词后时，用whom，不用who。
He is a man from whom we are all ready to learn.他是我们大家都准备向他学习的人。
3．which指物，在定语从句中作主语或宾语，作宾语时可省略。
The gold medal (which) she won has been given to her old school.她曾经获得的那块金牌已经被送给她的母校了。
4．that指人时，相当于who或whom；指物时，相当于which。
高中英语Unit4SectionⅢGrammar__虚拟语气Ⅱ教案含解析牛津译林版选修6
Section ⅢGrammar——虚拟语气(Ⅱ)一、错综时间条件句(混合条件句)当条件状语从句表示的动作或行为和主句表示的动作或行为所发生的时间不一致时，被称为“错综时间条件句”，动词的形式要根据它所表示的时间作出相应的调整。
If you had followed my advice just now，you would be better now.如果你刚才听了我的建议，你现在就好多了。
If he were free today，we would have sent him to Beijing.如果他今天有空的话，我们就派他去北京了。
[即时训练1] 用所给词的适当形式填空①If you had studied (study)hard before，you would be (be)a college student now.②If you hadn't lost the map，we would be (be)back in the hotel now.二、含蓄虚拟条件句有时虚拟的条件不通过条件从句表达出来，而是暗含在单词、短语或上下文中，这时需要根据句中所表述的意义以及某些特定的信息词来判断此时需要采用的形式。
常用词或短语有：with，without，but for，or else，or，otherwise等。
But for her help，they couldn't have run over the mountain in such a short time.要不是她的帮助，他们不会在那么短的时间内翻过那座山。
I was ill that day.Otherwise，I would have taken part in the sports meeting.我那天病了。
否则，我就参加运动会了。
He must have been there，or he never could know the place so well.他一定去过那儿，否则他决不会如此了解那个地方。
高中英语精品课件Unit3 Tomorrow’s world-Grammar and usage(译林牛津版必修4)
We can use modal verbs in the passive voice to talk about ability, possibility, duty, permission, etc.
was given 1. I ___________(give) a new book by my father on my birthday. 2. English ___________(find) very useful. is found
3. The work will ______________(finish) tomorrow. be finished being watered 4. The flowers are ______________(water) by them now.
Practice:
1. The viewer can touch the objects in the film. The objects in the film can be touched. 2. The viewer may feel a real sense of achievement and happiness. A real sense of achievement and happiness may be felt. 3. RealCine might not impress some viewers. Some viewers might not be impressed by RealCine.