Learning about Language课程导入及其完整教案

Unit 4

Pygmalion

Learning about Language

Discovering useful words and expressions

1 Look at the meanings and identify

the words from the unit. Then find

them in the word square 1. words printed above or below a picture

2. a piece of clothing

3. high sound made by blowing air with

your mouth

4. made of wool

5. nervous pause before saying sth.

6. causing problems

7. leather purse

8. final result of sth.

9. strongly disapprove or punish

10. extremely clever or very bright

11. something written in a different form

12. someone who steals sth. or robs sb.

2

Complete the passage using the

correct form of the words below.

handful

upper

betray

status

mistaken

fortune

plot

pass

classic

classify

superior

George Bernard Shaw was interested in the

way people spoke. He argued that he was never

_________ about a person’s ______. Generally

speaking, he thought that lower class people

________ themselves with their remarks

whenever they spoke, and that he could

________ people’s social position after only

a few minutes’ observation. However, he

never put himself to the test like Henry

Higgins and tried to _____ someone of

the lower class off as an authentic member of

the ______ class. Higgins thought that a

________ social position was more dependent

on grammar and pronunciation than on a

person’s ________. Actually his view was

only accepted by a ________ of his followers.

These people never realized that this idea

would form the ____ for one of Bernard

Shaw’s most famous and _______ plays!

3 Complete these sentences using the

correct form of the phrases below.

in return

in disguise

in amazement

in delight

in particular

1. The man we thought was a policeman

was actually a thief ___________.

2. As he accepted the prize for his

adaptation of a novel

for TV, Li looked

around him ___________.

3. She stared at the priceless antique ring

_____________.

4. It was such a wonderful play – I enjoyed

the music ____________.

5. He gave me a musical box at my birthday

party and I gave him a wonderful new coat

__________.

Grammar

1.Last week, there was a program _______(call)“Learning to Respect Our Parents” in our school.

2.Everybody was ________(shock) at the news.

3.If you want to make yourself _________(respect), you are above all to respect others.

4.________(see) from the top of the mountain, the whole

town looks more beautiful.

解读;非谓语动词是高中英语教学的重点和难点，也是历届高考的重点项目。命题热点多，在语境中考查常用动词的各种非谓语形式以及个性动词后的非谓语形式。有时也涉及非谓语动词逻辑主语的一致性问题以及独立主格结构中非谓语的各种变化。其考点主要包括：

1．考查对谓语动词与非谓语动词的识别，要求明确句子的结构和意义，掌握非谓语动词的基本用法。

2．考查不定式和动名词作宾语的区别，要求掌握一些常见动词后面所接宾语的形式。

3．考查非谓语动词作定语、状语、补语时的区别，尤其是不定式、现在分词短语、过去分词短语所表示的不同时间、逻辑关系和意义。现在分词和不定式作结果状语时的区别应引起足够重视。

The Past Participle

used as the attribute(定语),

predicative(表语),

object complement(宾补)

and adverbial(状语).

一、

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：

poken English

英语口语

iced beer

冰冻啤酒

cooked food

熟食

fried chips

炸土豆

(1) 前置定语

(2) 后置定语

高考链接

二、动词-ed形式作表语

过去分词作表语并无“完成”或“被动”

之意, 而是表示主语的状态或思想感情等。

如：

He looked worried after reading the letter．

看完信后，他显得很忧虑。

When we heard of it, we were deeply moved．

当我们听到这件事时，被深深地感动了。

He seemed quite delighted at the idea．

听到这个想法，他似乎很高兴。

三、动词-ed形式作宾语补足语

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。

动词-ed形式作宾语补足语的基本用法

动词的-ed形式可以在“主语+谓语+宾语

+宾语补足语”句型中充当宾语补足语。在

这一结构中, 动词-ed形式和它前面的宾语

构成逻辑上的被动关系。如果这种句子改

为被动语态, 原来的宾语补足语变成了主语

补足语。

四.过去分词短语做状语

可表示时间、地点、原因、条件、让步、伴随等

意义。相当于一个时间、地点、原因、条件、

让步等状语从句, 若过去分词作状语, 句子的主语

与分词所表示的动作构成动宾关系, 即是该分词

动作的承受者。

过去分词(短语)作状语时, 也可在其前面加上

连词

when, if, once, though, unless等, 以便明确

作何种状语。