新人教版选修七_Unit_3_Under_the_sea-Grammar[课件]
Unit 3 Grammar Revise the Passive Voice of
—ing Form
1. Being watched by his English teacher,
little Tom felt nervous, not knowing
what to say.
2. Did you see the boy being questioned
being left (leave) 4. I didn’t mind __________ at home. 5. The house wants _________ cleaning (clean). 6. He came in without ___________ being asked (ask). 7. __________________ Having been shown (show) around
V-ing 形式既可作动词的宾语, 也可作
介词的宾语。 (catch).
being caught ★ The bird escaped ______________
★ He was afraid of _______________ being abandoned
(abandon) by us.
注意
the library, we were taken to see
the lab.
Thank you.
It being a holiday, all the shops were shut. 由于今天是假日，所有商店都关门了。
The heavy frost coming on, dead
leaves lay thick on the ground.
浓霜降临, 落叶满地。
注意
一些动词如need, want, require等作 “需要”讲时, 其后的动词-ing形式的主 动语态表示被动意义, 也可以用不定式的 被动形式来替换。如： The blackboard needs cleaning. = The blackboard needs to be cleaned. 黑板需要擦干净。
Compare II —Ving 的完成时和完成时的被动形式 (1) Having heard this , our teacher expressed her satisfaction. (2) Having been asked to stay, I couldn’t leave.
在绝大数情况下，句子的逻辑主语是句 中的主语，但有时可有一个名词或代词表 示逻辑上的主语，这种带逻辑主语的结构 称为独立结构。 The meeting being over, we all left the room and drove home. 会议结束后, 我们都离开房间开车走了。
用作宾语
1. He was afraid of being scolded by the teacher. 2. I remember having been told the story. 3. I didn’t like the idea of being thrown about in a boat on a rough sea.
by the police?
3. Having been told many times, he finally
understood it.
语态 时态
主动形式
被动形式
(not) being done
一般式 (not) doing
完成式 (not)
(not) having having done been done
用作主语 1. Being killed by sharks in the sea is a common thing. 2. Being helped out by the killer whales, the whalers were able to make successful kill.
2. Having been given such a good
chance, how would you not value
it at all?
Compare I
—Ving 一般时和一般时的被动形式; (1) He hurried home, looking behind from time to time. (2) The building being repaired is our dormitory.
用作定语
1. The problem being discussed now is
very important. 2. The house being built will be our
library upon its completion.
用作状语 1. Being asked to answer the question, she couldn’t refuse.
Fill in the blanks. Being asked (ask) to put on 1. ____________ performance, she refused. 2. He disliked _________________ being interrupted (interrupt) in his experiment . 3. _________________ Having been given (give) such a good chance, you should catch it .
选修7unit3 under the sea grammar
【比较】
谓语动词，过去 进行时被动语态
An English song was being sung by a little girl. （被动语态） A little girl was singing an English song. （主动语态） 谓语动词，过去
进行时主动语态
11
v-ing 形式的被动式解析
① _B_e_in_g__s_u_r_ro_u_n__d_ed___ (surround) by whaling boats, the whale has no place to go.
作原因 状语
7
② I see a whale _b_e_in_g__ti_e_d_ (tie) by ropes from a
② _B__e_in_g__h_e_ld__u_p_ (hold up) in the water by Old Tom, James was confident he would survive.
16
③ _B_e_i_n_g__in_c_l_u_d_e_d__ (include) in the hunt was a great thrill for Clancy.
非 ① 作主语、宾语、宾语补足语、 谓 定语、状语； 语 ② being done 表被动正在进行; 动 ③ having been done表动作发生在 词 谓语动作<过去时>之前。
6
3. Look at the pictures and use the passive –ing form to fill in the blanks.
like being keptt wwaaiittiinngg , so even though
人教英语选修7Unit3词汇教学课件(共46张PPT)
答案：1. adj. 狭窄的 2. adj. 狭隘的 3. adj. 九死一生 4. vt. 缩短， 使变窄 5. adv. 勉强地
Ⅲ. 探究总结重点词的用法：(小组活动，5分钟) 第一组： 1. Her family urged her to find another job. 2. The report urged that all children be taught to swim. 3. We strongly urge on\upon you the importance of this
【巧记】ba-leen 谐音：我们班的一名叫“柏林”的同 学胡须特多，可惜不是鲸须。
4. annual ['ænjʊəl] adj. = yearly 每年的；按年度计算
的
n. 年刊；年鉴 【巧记】an-nu-al 谐音：阿牛 联想：阿牛每年都到大陆开个人演唱 会。
5. witness ['wɪtnɪs] vt. 当场见到；目击 n.目击者；证人；证据
4. Walking in the forest, he felt __a_b_a_n_d_o_n_e_d(abandon) by the world.
5. The final score of the basketball match was 93:94. We were only __n_a_rr_o_w__ly_ (narrow) beaten.
答案：1. adj. 2. adv. 3. prep. 4. n.
第二组： 1. He witnessed the accident. 2. Neither witness told the truth. 3.She gave witness on behalf of the accused person. 4.These facts are a witness to his carelessness.
人教版选修七Unit 3 Under the sea教案及说课稿
Unit 3 Under the seaI．教学内容分析本单元的中心话题是海底世界。
听说读写活动主要围绕海底的动植物、奇异景观和有关大海的神话绽开的。
Warming Up局部通过探讨海底生物和理解海底世界的途径导入本单元话题。
Pre-reading局部通过探讨图片导入课文并介绍故事背景。
Reading局部讲解并描述了一个虎鲸助人捕鲸、救人脱险的故事。
课文中采纳了大量的动作描写，并运用了大量的-ing形式。
Comprehending局部由三个练习题组成，旨在逐步加深学生对课文的理解。
Learning about Language局部突出了本单元词汇和语法的学习与训练。
本单元的语法是-ing 形式的被动语态。
Using Language局部包括阅读和写作两局部。
课文通过对海的世界奇观妙境的描写，为学生树立了景物描写的典范。
写作局部要求学生仿照课文描写景物。
本局部中，形容词的依次和复合形容词的构成也是学生应理解的内容。
Summing Up局部要求学生对本单元的内容、词语和构造进展总结，有助于学生Learning Tip 局部介绍了合成形容词的构词法，并指导学生在写作中主动利用构词规则组词。
II．教学重点和难点1. 教学重点(1) 本单元的生词和短语；(2) 驾驭运用-ing 形式的被动式；(3) 学会在对话和写作中表达责怪、埋怨以及要求赔偿。
2. 教学难点(1) 帮住学生更多地理解海洋生物，培育学生敬重海洋、爱惜海洋生物的道德品质；(2) 学会仿照课文描写景物；(3) 学会复述故事。
III．教学安排本单元建议分五课时：第一课时：Warming up, Pre-reading, Reading & Comprehending第二课时：Learning about Language第三课时：Reading and discussing (Using Language)第四课时：Reading, discussing and listening (Using Language) & Speaking and writing (Using Language)第五课时：Reading task (Workbook) & Writing task (Workbook)Period 1 Warming up, Pre-reading, Reading & Comprehending Teaching Goals:1. To arouse Ss’ interest in animals and plants living under the sea.2. To develop Ss’ reading ability.3. To appreciate how the writer describes movements.Teaching Procedures:Step 1. Leading-inPurpose: To arouse Ss’ interest in the content of this unit.1. Ask Ss to collect information about sea animals and plants and answer the followingquestion.Can you name some animals and plants living under the sea? What’s you favorite? Speak about it.2. Ask Ss to collect information about whales and answer the following question.(1) Are whales fish? How do you know?(2) What is a killer whale? What do you know about it?Step 2. Warming upPurpose: To get Ss to know something about the content of this unit.1.Get two or three Ss to talk about their favorite animals or plants under the sea. And ask Ss toanswer the following question.From where did you learn this?2. Ask Ss to look at the three pictures of Warming Up on P19 and answer the following questions.(1)What are your favorite sea plants and animals(2)Where can you find them?(3)If possible, would you like to keep some at home?Step 3. Pre-readingPurpose: To get the Ss prepared for reading the text.1.Ask Ss to talk about whales. Teacher may say, “Today, we are gong to read a story of alarge animal living in the sea, a killer whale. Do you think whales are fish? Why do you say so? Then get one of two Ss to talk about whales.”2.Ask Ss to look at the picture of Pre-reading and answer the following questions.(1)what do you think is happening?(2)What is a killer whale? Can you tell me about it?Step 4. Fast readingPurpose: To get Ss to read for the general idea.1.Ask Ss to read the text fast and sum up the main idea of the text and answer the followingquestion.In what person is the text written?Suggested Answer: The text is written in the first person.2.Play the tape and ask Ss to read after it.Step 5. Intensive readingPurpose: To develop Ss’ reading ability of scanning.1.Play the tape again sentence by sentence and ask Ss to underline what they cannot understand.2. Ask Ss to discuss what they have underlined.3. Read the following sentences and ask Ss to find whether they are true or false.4. Ask Ss to make a dialogue according to the questions in Ex1 of Comprehending on P21 and then act it out.Step 6. Language points (1)Purpose: To learn the language points in the text.1. Present the following phrases on the blackboard. Ask Ss whether they are what they have underlined and then ask them to translate them into Chinese. Finally, get them to remember the sentences containing these phrases.2. Lead Ss to deal with the following language points.Step 7. Language point (2)Purpose: To deal with the main sentence structures.1. Ask Ss to find the sentences containing –ing forms and tell what parts they play in the sentences. Then present the following sentences on the blackboard.(1).We ran down to the shore in time to see an enormous animal throwing itself out of water.(2).I saw James being held up in the water by Old Tom.(3).I could see a whale being attacked by a pack of about six other killers.(4).Gorge didn’t like being kept waiting.(5).I could see he was terrified of being abandoned by us.(6).The killers over there are throwing themselves on top of the whale’s blow hole to stop it breathing. And those others are stopping them fleeing out to sea.(7).I looked down into the water and could see Old Tom swimming by the boat, showing us the way.(8).And there was Tom, circling back to the boat, leading us to the hunt again.(9).Gorge told me, pointing towards the hunt.(10).“They are having a good feed on its lips and tongue,” added Gorge, laughing.(11).Gorge told me, pointing towards the hunt.(13).Being badly wounde d, the whale soon died.Suggested Answers:(1)～(3): 宾语补足语(4)～(6): 宾语(7): 宾补，伴随状语(8):状语(9)～(11): 伴随状语2. Collect Ss’ questions in understanding the grammar.Step 8. ExtensionPurpose: To develop Ss’ mentality of harmonious coexistence between man and nature.1. Ask Ss to answer the following questions and discuss them.(1)How do you feel after reading the text?(2)Should whale hunting be banned?2. Ask Ss to make a dialogue according to the result of the discussion.Step 9. Homework1.Rewrite the reading text in the third person. Encourage Ss to use their own words.2.Make sentences with the phrases learnt in the text.Period 2 Learning about LanguageTeaching Goals:1.To revise the passive –ing form.2.To enable Ss to master some new words and expressions.Teaching Procedures:Step 1. Revision1.Ask Ss to speak out the words and expressions learnt in this unit. The student who knows the mostwill be praised.2.Ask Ss to exchange the sentences they made with the phrases.Step 2. Grammar1. Complete the following sentences with the suitable –ing form of the verbs in the brackets.(1)_______(laugh) at in public made him upset.2. Analyze the grammar by explaining the answers.Group 1: In(1)～(10), passive forms of gerunds used as subjects or objects.Note: In (8)～(10), passive forms are not used.Group 2: In (11)～(14), non-finite verbs used as attributives.Convert the past or present participles into attributive clauses.(11).The house (which was) built last year will be our dormitory.(12).The house (which is) to be built next year will be our dormitory.(13).The house (which is) being built now will be our dormitory.(14).The soldier (who is ) being operated on now was wounded in the fight.Group 3: In (15)～(21), non-finite verbs used as adverbials.Convert the past or present participles into adverbial clauses.(15).(If I had been) given more time, I would have done the work better.(16).If you give me more love, you would be more loved.(17).When (she was) asked about her father, the girl cried.(18).(While he was) asking this and that, the doctor took out some medicine.(19)..(After they had been) shown around the school, the leaders went to the hotel.(20).(As it is) being painted, the house can’t be moved in.(21).(As it is) being repaired, the car can’t be used right now.3. Ask Ss to finish Ex1 and Ex2 in Using Structure on P64～65. And then check the answers withthe class.4. Let Ss finish Ex3 in Using Words And Expressions on P63. Leave Ss enough time for thinking.Collect different translations.Step 3. Homework1.Ask Ss to finish Ex1 and Ex2 in Revising Useful Structures on P22 and Ex1 and Ex2 inUsing Words And Expressions on P63.2.Ask Ss to preview the reading text in Using Language on P23 and finish Ex1 on P24according to the reading text.Period 3 Reading and discussing (Using language)Teaching Goals:1.To get Ss to learn how to describe things.2.To get Ss to know something about the formation of compound adjectives.Teaching Procedures:Step 1. Revision1.Ask Ss to speak out sentences with the passive –ing form. The student who speaks out themost will be praised.2.Check the homework with the class and correct Ss’ errors.Step 2. Leading-inPurpose: Get Ss prepared for the text learning.1. Ask Ss to look at the pictures on P23 and ask the following questions.(1) What can you see in the pictures? Are they beautiful?(2) Where do you think we can find them?2. Tell Ss what man in the past thought about the deep sea and lead them to the reading text. Teacher may say, “But in the past, man didn’t know much about the deep sea. He thought there was no living thing in deep sea because there was little light and great pressure. But he was wrong. It is a colorful world full of life. Today, let’s see what it is like under the sea.”Step 3. Fast reading1.Ask Ss to listen to the tape and ask Ss to sum up the main idea of the text2.Ask Ss to read after the tape and finish Ex1 in Reading and discussing on P24.Step 4. Intensive reading1. Ask Ss to read the text carefully and finish Ex2 in Reading and discussing on P24.2. Ask Ss to sum up the main idea of each paragraph and underline what they cannot understand. Step 5. Language point1. Explain the following language points.(1)reflect on (line 1, para 1): think deeply about, considerI need time to reflect on what your request. 我须要时间来考虑一下你的恳求。
人教版高中英语选修七《Unit 3 Under the sea》Grammar 课件 3
⑧I still remember________ to the Famen Temple and what
I saw there.
A．to take
B．to be taken
C．taking
D．being taken
解析 考查动词remember后作宾语的非谓语动词用法。句
意：我仍然记得我被带去了法门寺，对于在那里的所见我
系，所以排除A和B；根据句意可知，加强管控的目的是
为了防止受到攻击而不是防止已经被攻击，所以排除D。
故答案为C项。
答案 C
2．________to work overtime that evening，I missed
a wonderful film.(2012·重庆，23)
A．Having been asked
2．完成时表示的动作发生在谓语动词所表示的动作之前。 Having been invited, Mr.Li went there to make a speech though he was busy. 被邀请后，李先生尽管很忙，还是去了那儿做了演讲。
I appreciated having been given the chance to study abroad two years ago. 我非常感谢两年前获得了去国外学习的机会。
washing machine the whole morning.
A．have repaired
B．were repairing
C．have been repaired
D．have been
repairing
解析 句意：请停下来歇会吧。这台洗衣机你已
经修了整整一上午了。说话者表示“从早晨到现
人教版高中英语选修7课件unit3undertheseaGrammar
⑦ The children enjoyed _b_e_i_n_g_t_a_k_e_n_ (take) to the aquarium.
⑧ It seemed the sea lion didn’t mind _b_e_in_g__p_h_o_t_o_g_r_a_p_h_e_d_ (photograph) with the tourists after all.
③ _B_e_i_n_g__in_c_l_u_d_e_d__ (include) in the hunt was a great thrill for Clancy.
④ _H_a_v_i_n_g__b_e_en__a_c_c_e_p_te_d__ (accept) by the whalers, the killers were able to get a good feed from the whale.
Summary
用法
v-ing 形式的被动式解析 例句
主语 宾语 I remember having been told
the story.
用法
v-ing 形式的被动式解析 例句
定语
状语 Having been sent to the wrong address, the letter didn’t reach her.
用法
v-ing 形式的被动式解析 例句
宾补 I see a whale being tied by ropes from a Japanese whaling ship.
Complete the sentences below with the passive -ing form of the verbs in brackets.
英语Unit3Underthesea-Grammar课件(新人教版选修7)
considered.
2019/5/27
3） allow, advise, forbid, permit等 动词后直接跟所有格及动词作宾语时，要用Ving形式；如果后面有名词或代词作宾语，再跟
宾语补足语（即构成复合宾语），其宾语补足语
2019/5/27
As he spoke, he observed everybody looking at him curiously. Listen to the birds singing. I didn’t notice him waiting. I won’t have you doing that. I’m sorry to have kept you waiting. I can’t get the clock going again. You won’t catch me doing that again.
2019/5/27
2、V-ing可具有语态意义
如果-ing与句中的逻辑主语构成被动关系， 需用其被动形式：
being done，having been done ； 其否定形式是：
not being done, not having been done
例如：
他们无法忍受这样的待遇。
They couldn’t stand being treated like that. （与其逻 辑主语They构成被动关系)
黑板需要擦干净。 2019/5/27
2） 在（be）worth后面只能用动名词的主动 态来表示被动意义。
例如： 他的提议值得考虑. His suggestion is worth considering. 此句可转换成：
7-Unit-3-Under-the-sea市公开课获奖课件省名师示范课获奖课件
2.“In the meantime,Old Tom,and the others are having a good feed on its lips and tongue,”...在这段时间里，老汤姆和其他虎 鲸会饱餐一顿旳，鲸唇和鲸舌就是它们旳美 食…… 考点提炼 in the meantime意为“在……期 间 ，同步”，其同义词是meanwhile。
导练互动
要点单词 1.urge
“Man overboard!Turn the boat around!” _u_r_g_ed__ George,shouting loudly.（回归课本 P20） 观察思索 She urged him to stay.她力劝他留下。 The report urged that all children be taught to swim. 这份报告呼吁给全部旳小朋友教授游泳。 He urged his horse forward.他策马前行。
助 6.be/become aware of 对……懂得、明白；意识
到…… 7.upside down 上下翻转；颠倒旳（地）；乱七
八糟旳（地） 8.(be) scared to death 吓死了
Ⅲ.经典句式利用
1.This was the call that announced there was about to be a whale hunt.这是宣告捕鲸 行动立即就要开始旳号角。 考点提炼 be about to do表达打算或即将发 生旳动作，但它不与表达 将来时间旳副词 或其 他详细 将来时间状语 连用。但能够与when连 用，构成固定句型。
2.accommodation
...,as I was sorting out my accommodation,...(回归课本P20) 观察思索 Can we find accommodations at a hotel for tonight? 我们今晚能找到旅馆住宿吗？ This hotel has accommodations for 500 guests. 这家旅馆能容纳500人。
英语：选修7-unit3-under-the-sea-language-points课件(新人教版)
abandon one’s friend
abandon a bad habit abandon one’s hope
背弃朋友
革除恶习 放弃希望
abandon one’s idea
放弃主意
yell drag flee depths witness in the distance …
Nemo is hanging out with his three fish friends when suddenly they notice a boat in the distance. To show courage, his friends all swim closer to it and ask Nemo to do so. When seeing this, Nemo’s father yells out to stop their stupid action and he then yells at him, pointing out that he is too young to swim into the depth of the sea. Annoyed at his father, Nemo flees away, heading to the boat. His father trys his best to call him back, but unfortunately, he witness that Nemo is catched and dragged away in a net by a diver.
7. 给某人领路 show sb the way
8.在远处群 a pack of
point towards (to)
Useful Expressions
Unit 3 Under the sea人教版高中英语选修7课件 (共26张PPT)
( 5 ) The killer whale guided the team to the
hunt.
Careful-reading
Discuss the following questions in groups of four and choose the best answers to them.
A. They just did the hunting for fun.
B. They left it eaten up by the killers. C. It was dragged to the depths of the sea. D. They just waited for it to float up.
Fast-reading
1. What is Clancy?
Clancy is a young whaler who works at a whaling station.
2. What did he see and experience at his working place?
He saw killers help whalers catch huge whales.
MSkaiimn midienags of the two anecdotes
The first anecdote describes a hunting experience about how the ___________ hkeillperedwthhaele_s______ to hunt awwhahlaelres.
( 4 )The men went to the boat and headed out
选修七Unit3UndertheSea-Grammar精品课件
mean to do… mean doing…
I don’t mean to cheat him. 我不想骗他。
In some parts of London, missing a bus means waiting for another hour.
在伦敦的某些地方，错过一辆公共汽 车意味着再等一个小时。
the passive of V-ing form.
The Passive V-ing form (V-ing 情势的被动式)
当动词V-ing form 的逻辑主语与其是 被动关系时，V-ing form 要用被动 语态。其构成情势： (not) being done (not) having been done
try doing… 试着干 try to do… 企图干
be worth doing 值得做 This book is worth reading.
这本书值得看。
mean to do… 打算…… mean doing… 意味着…… stop doing… 停止干…… stop to do… 停下来去做…… go on doing…
I’d like/love/prefer后只接不定式作宾语。
I would like to have a single room with a bath.
我想要有浴室的单人房。
Little Jim would love to be taken to the theatre this evening.
Everyone hates waiting / to wait for a bus.
每个人都讨厌等车。 The traffic continued moving / to move slowly.