高中英语 人教版新课标选修八 unit3 period4 Grammar and writing20张
人教课标版高中英语选修8Unit3grammar(共26张PPT)
注意： 过去分词作表语与被动语态的区别。 分词作表语表示主语的状态，而被 动语态则表示被动的动作。
My glasses are broken. 我的眼镜碎了。 (状态)
My glasses were broken by my son. 我的眼镜被我儿子摔碎了。(动作)
The door was closed by Tom. (动作)
3. From the dates ___B_ on the
gold coin, it is confirmed that it was made five hundred years ago.
A.marking
B. marked
C. to be marked D. having been marked
The door was closed.
(状态)
I was greatly surprised by a knock at the door. (动作)
I was greatly surprised at the news. (状态)
练习一 单句改错
1. They were all amusing at what he said.
现在分词与过去分词区别
1.语态上
现在分词: 表示主动的动作 过去分词: 表示已经被动的动作
I heard someone opening the door .
I heard the door opened .
2.时间上
现在分词: 表示正在进行的动作 过去分词: 表示完成的意思
the falling leaves the fallen leaves
2. He was very exciting to hear the news that their team had won.
人教版高中英语选修八-Unit4Period3Grammar
4.Susanisnoteasytogetalongwith.Butonce______g(gaainine)d,h erfriendshipwilllastforever.
5.Henrydidn’tattendtheparty_____h_e_l(dhold)atTom’shous elastnight,forhewasbusypreparingforhisexam.
Keptinrefrigerator,thesevegetableswillremain fresh.
组c、表示原因 Astheyweredeeplymoved,thechildrenbegantocry.
Deeplymovedbythestory,thechildrenbegantocry. 组d、表示让步
高中英语课件
（金戈铁骑 整理制作）
过去分词作状语
ThePastParticipleastheAdverbial
1. 理解过去分词作状语的用法。 2.灵活运用过去分词作状语。
本节课是关于过去分词作状语的用法。过去分词是非谓 语动词的一种，是高中英语语法的难点和重点，鉴于此， 本节课主要用探究式进行教学，并且讲练结合。
1.FinishExercisesinUsingStructuresonpage 43. 2.Previewthenextpart---Usinglanguage.
⑤表方式或伴随情况
那个老人在他的妻子的搀扶下走进了房间。
The old man went into the room, _s_u_p_p_o_r_t_e_d_b__y_h_i_s_w_i_f_e__. 我和父亲坐在桌子旁边讨论着我的工作问题。 __S_e_a_t_e_d_a_t_t_h_e_t_a_b_l_e_____, my father and I were tal king about my job.
人教版英语选修8Unit3全单元教案
Unit 3 Inventors and inventionsThe First Period ReadingTeaching goals教学目标1. Target language目标语言a. 重点词汇和短语patent, distinguish, product, power, perfume, cube, abrupt, abruptly, convenient, expectation, monitor, passive, criterion, valid, application, file, rod, call up, now and then, set about, in case 2. Ability goalsEnable the students to describe the problem of the snakes and what has been done by the writer to solve the problem.3. Learning ability goalsHelp the students to learn how to retell the story and how to meet the requirements of getting a patent.4. Emotional goalsMake the students try to be good at discovering some useful things and realize that it’s not easy to get a patent.Teaching important points 教学重点To get the main idea of the whole passage and each parts.Teaching difficult points 教学难点Learn how to meet the requirements of getting a patent.Teaching methods 教学方法Reading and Task-based activities.Teaching procedures & ways教学过程与方式Step Ⅰ warming upDeal with the part of warming up and ask the students to find out the definitions of discovery and an invention, and their differences.An invention is something that is created by a human being, such as the lightning rod. To the contrary, a discovery merely makes known something that already existed in nature, such as the discovery on the New Continent by Columbia.Step Ⅱ Pre-readingAsk the students to discuss in groups and work out a suitable order for the list of how people get their invention approved.1. Finding a problem2. Doing research3. Thinking of a creative solution4. Testing the solution5. Deciding on the invention6. Applying for a patentStep Ⅲ While-readingTask 1: Get the students to comprehend the passage carefully and accurately to find out the main idea of the passage, and then divide the text into several parts and work out the main idea for each paragraph.Main idea: The text is mainly about the author’s experience in helping her mother get rid of the snakes and applying for the patent for her invention.Part I (Para.1): the discovery of the problem of the snakesPart II (Paras.2-3): the research on the approaches to solve the problemPart III (Paras.4-6): the attempts to catch the snakesPart IV (Paras.7-8): the requirements of getting a patentTask 2: go through the whole text again and finish Exercise 1 on page 21.Step Ⅳ Post-readingAsk the students to think of 2 questions.1. What should we learn from this text?2. What’s the writing purpose of the writer?1. We can learn from the text the way of doing scientific researches and how to apply for a patent. We can also learn that it takes an inventor great determination and persistence to achieve his or her ambition in life.2. The writer wants to inform us of the scientific methods to solve present problems so that we students can not only broaden the horizons but become more skilled in discovering and considering carefully the problems in daily life. We are also encouraged by the writer to be creative and hardworking as well as thinking independently.Step Ⅴ Homework1. Go over the whole passage, and try to retell it.2. 能力提升，Jinbang.The second Period Language pointsTeaching goals教学目标1. Target language目标语言a. 重点词汇和短语patent, distinguish, product, power, perfume, cube, abrupt, abruptly, convenient, expectation, monitor, passive, criterion, valid, application, file, rod, call up, now and then, set about, in caseb. 重点句子1. The first thing I did was to …, but there only seemed to …2. Between the outside and the inside walls of the bowl there is some jelly, which freezes when cooled.3. The criteria are so strict that it is difficult to get new ideas accepted unless they are truly novel.4. Nor will you receive a patent until a search has been made to find out that your product really is different from everybody else’s.2. Ability goalsEnable the students to master the usage of the new words and expressions and some key sentence structures, and use them in the writing.3. Learning ability goalsTeaching important points 教学重点How to use the language pointsTeaching difficult points 教学难点Try to comprehend some complicated sentence structuresTeaching methods 教学方法Reading, explaining and practicing.Teaching procedures & ways教学过程与方式Step Ⅰ revisionCheck their homework, and try to retell the passage briefly.Step Ⅱ language points1. Pre-reading go through(1)经历(2)通过,成功,成交(3)审阅,检查(4)翻找,查看(5)穿过,通过Most families went through a lot in the war.2. do research on /into /in... 从事, 进行, 做研究They are carrying out a research into thecauses of cancer. They are doing research into electricity.P 1. call up 打电话，使......回忆起I’ll call you up tonight (call sb. /ring sb. up )号召call on 需要call for…取消call off 使产生call forth结束一天的工作call it a day 收回call back拜访某人pay a call on sb./ visit sb./ drop in on sb./ pay a visit to sb.now and then 有时, 偶尔I see them now and then, but not often.distinguish 1. distinguish oneself 使…出名显扬自己, 使自己扬名2. distinguish A and B区分A 和B3. d istinguish/ tell right from wrong辨别是非4. distinguish/ tell good from evil 分清善恶5. distinguished/respected guests 尊敬的来宾P 2. powder: n. 粉，粉末；药粉；火药grain sth. into powder 把磨成粉set about 开始, 着手The sooner we set about it , the sooner we’ll finish.P 3. prepare with, sleepy, stainless steelP 4. abruptly adv. A man with an abrupt manner is not welcome here.convenient Come and see me whenever it is convenient to you.Inconvenience inconvenient convenienceP5 cautionP6. expectation 1. 出乎意料out of expectation 2. 在意料之中in expectation3. 盼望得到…in expectation of…4. 不负…所望live up to one’s expectationpassive: adj. 被动的，消极的；不抵抗的；不活跃的He played a passive role in the marriage. P 7. 1. seize the chance/ opportunity 抓住机遇P 8. application: n. 应用，运用；申请，请求；努力，专注The invention had no practical application.Step Ⅴ Homework1. learning about language2. English weekly P3 part 1, part 2The third Period using languageTeaching goals教学目标1.Target language 目标语言a. 重点词汇和短语forehead, dot, tap, wire, straw, current, importance, helicopter, triangle, stable, practical, beaten track, dive into, set out (to do), in truthb. 重点句子He found that by pressing his lips against...He designed a machine that...Although he will always be known for..., he was...He realized that by understanding how...2. Ability goals能力目标Enable the students to learn about the famous inventor Alexander Graham Bell and his inventions.3. Learning ability goals学能目标Help the students learn how the famous inventor Alexander Graham Bell invented telephones. Teaching important points 教学重点How the famous inventor Alexander Graham Bell invented telephones.Teaching difficult points教学难点Help the students learn what the key is to become a successful inventor.Teaching methods 教学方法Listening, fast reading and practicing.Teaching procedures & ways 教学过程与方式Step Ⅰ RevisionCheck their homeworkStep Ⅱ Pre-readingAsk the students to look at the title and the picture of the great inventor on page 25, and answer the following questions in groups.1. What do you know about the inventor?2. How useful is his invention to human society? Why?Step Ⅲ Listening & ReadingFirstly, let the students read the four questions in the EX 1 on page 26 to get a general idea of what should be paid attention to and then play the tape for students to follow and give the answers to the questions. Then check the answers with the whole class.Step Ⅳ Language pointsTo underline some key words and phrases for the students and help them master some complicated sentences.Bear, associate, reproduce, stable, practical, dive into, a flash of inspiration, set out to do sth, hang out, out of order, get throughHe found that by pressing his lips against...He designed a machine that...Although he will always be known for..., he was...He realized that by understanding how...Step Ⅴ Post-readingDo some EXS in “English Weekly” 34, P3, Part 1, and check their answersStep ⅥHomework1. Jinbang from page 23 to 242. Preview the part of grammar in the workbook.The Fourth Period GrammarTeaching goals 教学目标1. Ability goals能力目标Enable the students to use the past participle as the attribute,predicative and object complement.2 Learning ability goals学能目标Help the students learn how to use the past participle as the attribute,predicative and object complement.Teaching important & difficult points教学重难点How to use the past participle as the attribute,predicative and object complement.Teaching methods 教学方法Individual work and practice.Teaching procedures & ways教学过程与方式Step Ⅰ RevisionCheck their homeworkStep Ⅱ Grammar focus过去分词作定语、表语和宾语补足语基础过关：过去分词(表示和被动的动作) 是有形容词.副词的作用,在句中可以用作定语,表语,宾语补足语和状语一.过去分词作定语过去分词做定语,表示分词的动作与所修饰的名词之间存在被动关系,单一的确过去分词做定语一般放在被修饰的名词之前,过去分词短语作定语放在被修饰的名词之后,过去分词及过去分词短语作定语均可以转换为一个定语从句The broken window (=The window which was broken) will be replaced soon.破损的窗户很快就会被换掉.The books bought yesterday (=which were bought yesterday) are of high quality.昨天买的书确实很不错(1)表示情绪的过去分词作定语：--She threw me a quick, frightened glance.他迅速而惊恐地看了我一眼--His face wore a puzzled expression.他脸上有一种困惑的表情举一反三amaze,embarrass,interest,excite,disappoint,encourage,move,surprise,astonish,delight,frighten,ins pire,please,puzzle,terrify,shock,satisfy,worry,confuse, amuse, tire等。
人教课标版高中英语选修8Unit4Grammar(44张)
12. You can make yourself ___ in English pretty well if you keep on speaking the language. A. understand B. understanding C. to understand D. understood
were bought yesterday ) are of high quality.
昨天买的书确实很不错。
② 表语 过去词作表语, 表示主语的状态,
且该状态通常是由外界因素引起的。 这时过去分词可以被看作一个形容词, 是形容词化的过去分词。 如: I’m interested in reading novels
⑵ 现在分词与过去分词的区别: ① 定语中
现在分词作定语常表示“动作正在 进行”,此时或当时的状态等;过去分词 则常表示“动作发生在谓语动词的动作 前”等;被修饰的名词一般是现在分词 的逻辑主语,是过去分词的逻辑宾语。
如: I know the man standing there. 我认识站在那儿的那个人。 Is there anything planned for tonight? 今晚有什么活动吗？
States.
A. Being founded B. It was founded
C. Founded
D. Founding
析: 正确答案为 C 项。哈佛大学是1636 年被建的, 所以该空应填过去分词 Founded 作状语。
written by Jin Yong. 我对金庸写的小说很感兴趣。
③ 宾语补足语 作宾语补足语的过去分词一般是及物
动词,和宾语有逻辑上的主谓关系。可以 带过去分词作宾语补足语的动词有:
人教新课标选修8Unit_3_Grammar教学设计
A Design of Teaching for Unit 3 Inventors and inventionsPeriod 2 Grammar: The Past Participle as Attribute, Predicative and Object Complement ⅠTeaching GoalsEnable the students to master the usage of the past participles as predicative, attribute and object complement better by revising it.ⅡTeaching important ＆difficult pointsTo analyse and distinguish the different usage of the past participle in the concrete context.ⅢTeaching methodsExplanation, Practice.ⅣTeaching aidsa blackboard.Teaching Design Procedure1.The basic flow chart of teaching→→2.Teaching situation:Step1:动词-ed形式作定语过去分词作定语往往与被修饰的词靠得很紧, 渐渐地成为一个复合词。
这种分词叫分词形容词(the Participle Adjective), 实际上相当于一个单纯的形容词, 除表示“完成”的动作之外, 还表示“被动”的意义。
如：spoken English (英语口语)；iced beer (冰冻啤酒)；cooked food (熟食); fried chips (炸土豆条);【重点和难点】——前置定语和后置定语1. 不及物动词的过去分词也可作定语，一般作前置定语，不表示被动意义，只强调动作完成。
人教课标版高中英语选修8Unit3Grammar课件 (共28张PPT)
The students wish the TV serial plays continued．
学生们希望电视连续剧继续播下去。
(4) 过去分词用在“w__it_h_+__宾__语__+_宾___补__”这 一结构中, 过去分词与宾语之间是__动__宾__关
系。
The thief was brought in with his
delighted(高兴的)； lost(丢失的)；
gone(遗失的)； disappointed(失望的)；
worried(担忧的)； interested(感兴趣的)
tired(疲劳的)
pleased(高兴的)；
satisfied(满意的)； surprised(吃惊的);
married(已婚的)； known(著名的) 等等
3) The pilot asked all the passengers on board to remain __se_a_t_e_d_ (seat)as the plane was making a landing.
三、过去分词作宾语补足语
能用作宾语补足语的过去分词一般都是 及物动词,表示__被__动__意义或_已__完__成__意义, 有时候两者兼而有之。作宾语补足语的过 去分词与宾语有逻辑上的_动__宾__关系,即宾 语是过去分词动作的对象。
He seemed quite delighted at the idea．
听到这个想法, 他似乎很高兴。
常见的作表语的过去分词有:
amused(愉快的)； broken(碎了的)；
closed(关闭的)； astonished(吃惊的)；
人教课标版高中英语选修8Unit3--Grammar-公共课课件(三)(共67张PPT)
Unit3 GrammarNon-finite Verb 非谓语动词①②the festival to be held three boys singing a song③the performances completed withsatisfactionTip1：Non-finite Verb(非谓语动词）V-ing V-ed to+V ◆非谓语三形式_____、____和____。
◆在时态上的区别：________ ________ ________Tip1：Non-finite Verb(非谓语动词） ◆非谓语三形式_____、____和____。
◆在时态上的区别：________ ________ ________V-ing V-ed to+V V-ing 表进行V-ed 表完成to+V 表将来Grammar1. 过去分词作定语2. 过去分词作表语3. 过去分词作宾语补足语Grammar-----Revise V-ed form as◆ the Attribute(定语)◆ Predicative （表语）◆ Object Complement （宾补）A story: an overweight young manA British young manabandoned(抛弃） by hisgirlfriend became frustratedbecause of his obesity.The lost man didn't think hehad a future.In spite of great difficulties, he was determined to lose weight and cut down 139kilogramme.Then he gained his true love again.a British young man abandoned(抛弃）by girlfriendthe lost manPre-learning 2: Describe something about your life by using v-ed as attribute.*Task 1:Describe somethingabout your life by using v-ed as attribute.Write down v-ed used as attribute .the guitar played by methe costume designed by mefallen leavesThe time given to your friends is precious.Lost time can never be back again.◆位置：单个的过去分词作定语常作_____定语； 过去分词短语常作_____定语；前置后置Tip2：过去分词做定语 fallen leaves lost time a guitar played by me the costume designed by me The time given to your friendsthe guitar played by me= the guitar which is played by me the costume designed by me=The time given to your friends== the guitar which is played by me the costume designed by me= the costume which is designed by me The time given to your friends== the guitar which is played by methe costume designed by me= the costume which is designed by me The time given to your friends= The time which is given to your friendsTip2：过去分词做定语◆位置：单个的过去分词作定语常做_____定语；过去分词短语常做 _____定语；◆句型转化：可转化为相应的______从句。
2019-2020学年人教版高中英语选修8创新PPT课件Unit 4 Section Ⅲ Grammar -过去分词作状语
高中同步新课标·英语
创新方案系列丛书
[语法初识]
原句感知 1.Now once taught by me, she'd become an upper
class lady ... 2．But, sir, (proudly) once educated to speak properly,
高中同步新课标·英语
创新方案系列丛书
6．作伴随状语，一般转换为并列结构。 The pop star hurried up to her car, followed by her fans (＝and she was followed by her fans)． 那个明星匆忙走向自己的车，后面跟着她的粉丝。探究 (1)例句 2～6 中的过去分词分别在句中作条件状语、
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，如例句 4～6；也可以在其前面加上
适当的 连词 ，如例句 1～3。
(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
高中同步新课标·英语
创新方案系列丛书
[链接高考] 单句语法填空 1．(2016·北京高考) Ordered (order) over a week ago, the books are expected to arrive any time now.
高中同步新课标·英语
创新方案系列丛书
解析：句意：这些书是一个多星期以前订购的，现 在有望随时到货。句中 the books 与 order 是被动关系， 应用过去分词表被动，故填 Ordered。
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• [点津] 过去分词作表语时，强调主语所处的状态； 动词的被动语态表示主语是动作的承受者，强调 动作。
• The cup is broken.杯子破了。(强调杯子的状态)
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• (2)使役动词(keep, make, help, get, have等)后。
• If you want to make yourself respected, you are above all to respect others.
• 如果你想让自己被尊重，你必须首先尊重别人。 • (3)like, want, wish, order等表示“希望；要求”等意义的动词后。 • He wanted his eggs fried.他愿意吃煎鸡蛋。 • (4)with的复合结构中。
• 答案① disappointed ② sunburnt/sunburned ③ stuck
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三、过去分词作宾语补足语
• 能用作宾语补足语的过去分词一般都是及物动词，表示被动意 义或已完成意义，有时候两者兼而有之。作宾语补足语的过去 分词与宾语有逻辑上的动宾关系，即宾语是过去分词动作的对 象。在下面结构中常用过去分词作补语。
• The cup was broken by Jim.杯子是吉姆打破的。(强 调动作)
• 考题回顾
• ① (新课标全国卷Ⅱ)There were many people waiting at the bus stop, and some of them looked very anxious and __(disappoint)．
• (1)在感官动词(see, hear, notice, watch等)和表示心理状态的动词 (feel, find等)后。
• She was glad to see her children well taken care of in the nursery. • 看到她的孩子们在托儿所受到很好的照顾，她很高兴。
• This is the soldier wounded in the battle.
20•20/6/这20 就是在战场上受伤的战士。
2
• 2．过去分词作定语时扩展成句 • 作后置定语的过去分词往往可以扩展成相应的定语从句。
• The suggestion (which had been) sent to the committee was adopted. • 呈送给委员会的建议被采纳了。 • 3．过去分词作定语的时态和语态意义 • (1)及物动词的过去分词作定语通常表示被动和完成，即被修饰词通常
• A watched pot never boils.心急锅不开。 • Money spent is more than money earned.花的钱比
挣的钱多。
• (2)过去分词短语：过去分词短语往往作后置定语， 即放在所修饰词之后。
• This will be the best novel of its kind ever written. • 这本小说将是这类小说中写得最好的。
是过去分词所表示的动作的承受者，且该动作已完成。
• the question discussed yesterday 昨天讨论的问题 • the person killed last year 去年被杀的人
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• (2)不及物动词的过去分词作定语时仅表示完成。 • fallen leaves 落叶 faded flowers 凋谢的花 • 考题回顾 • ①(陕西高考改编)The witnesses ___(question) by
B8 UNIT3
Inventors and inventions
Grammar and writing 过去分词作定语、表语和宾补
2
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一、过去分词作定语
• 1．过去分词作定语的位置 • (1)单个的过去分词：一般情况下，单个的过去分
词作前置定语，即放在所修饰词之前。但有时为 了表示强调，也可放在所修饰词之后。
• He sat there, with his hands tied behind. • 他手被捆在后面坐在那里。
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二、过去分词作表语
• 过去分词作表语，通常表示主语所处的状态，这时过去分词可 以被看作一个形容词，是形容词化的过去分词。常见的有 seated, surprised, astonished, amazed, moved, exhausted, worried, devoted, pleased, inspired, encouraged, excited, delighted, satisfied, scared, frightened, disappointed等。
the police just now gave very different descriptions of the fight. • ②(湖南高考改编)You cannot accept an opinion ___(offer) to you unless it is based on facts. • ③(天津高考改编)In some languages, 100 words make up half of all words __(use) in daily conversations.
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• ②(广东高考)We got a little ___(sunburn), but the day had been so relaxing that we didn’t mind.
• ③(福建高考改编) In April, thousands of holidaymakers remained ____(stick) abroad due to the volcanic ash cloud.