Using LanguageⅠ教学设计与反思

Book8 Unit4 Pygmalion 一．

教材分析

本单元以皮格马利翁为话题，通过学习，使学生了解具有共同主题的希腊神话Pygmalion与萧伯纳戏剧之间在表现形式、人物塑造等方面的相同与不同之处；并能在此基础上，讨论和表演部分戏剧场景；能为该剧本写出一份评论；能模仿剧本编写一个戏剧场景，即Higgins教授如何给Eliza上第二课的场景。语法部分重点学习过去分词作状语的用法。 Warming Up 是三幅描述希腊神话故事Pygmalion主要情节的图画。要求学生根据图片提示，联系已有知识，再现这个美丽的神话故事，并能就此话题展开讨论。

Pre-reading中所列三个问题，意在让学生提炼萧伯纳戏剧与希腊神话故事所反映的共同主题，并初步酝酿可能出现的故事情节。 Reading讲述了发生在伦敦剧院外的一幕。主要人物有Eliza, Higgins, Pickering。Eliza原是伦敦市的一名卖花女，在一次偶然的情况下遇见了以能听懂别人口音而自傲的Professor Higgins。Professor Higgins与Colonel Pickering打赌，说他能将口音其糟无比，讲话粗鲁的Eliza改造成能讲标准英文的淑女。Eliza就住在Professor Higgins的家中，受了一阵子语言训练。最后两人认为已经训练有成，便带Eliza到一个盛大的宫廷舞会。在场的人都不知道Eliza的出身。女王还对Eliza大加赞赏。Professor Higgins自傲于自己的成功，完全忽略了Eliza的感受。Eliza盛怒之下，离开了Higgins。她走之后，Higgins才发现不能没有她。最后Eliza回到了Professor Higgins身边。两人言归于好。剧中Higgins教授希望把一个街头卖花的姑娘转变成一个有修养的能跻身上流社会的人。从人物的对话中我们也可以清楚地看到不同人物的性格特征，比如Eliza的粗鲁，Higgins的缺乏耐心，Pickering的礼貌等都反映得淋漓尽致。

Using Language中Reading and acting部分紧承Reading部分的剧情。这一幕的地点是在Higgins的家里，主要人物有Eliza, Higgins, Pickering和Mrs Pearce。主要讲述的是Eliza来这里找Higgins教授，并请求他担任她的老师，帮助她改变命运的事。该部分从听、说、读、写四个方面来学习和巩固所学语言知识。

二．教学重难点

How to talk about the role of the play and work out the characteristics of each social group Period 1 Word Study 一．

重点词汇：

1．adaptation n.

经典著作

n．适应(性);改编本

2．classic adj.

经典的；一流的

3．professor n.

教授

5．uncomfortable 人心烦的

7．outcome 4．hesitate vi.

犹豫；踌躇

6．troublesome adj. 带来麻烦的；使

n.

小偷；贼

adj.

错误的；adj. 不舒服的

n.

结果；效果 8．thief 9．handkerchief n.

手帕；手绢；纸巾

不正确的

11．brilliant adj.

光辉灿烂的；杰出的

归类

10．mistaken 12．classify vt.

编排；分类；13．remark

n.

谈论；言论vt.& vi.

谈论；评论；说起

14．betray vt.

显露出(本来面目)；背叛

15．condemn 注定

16．acquaintance vt.

谴责；使……n.

相识；了解；熟人

17．amazement n.

惊讶；惊愕

18．fortune n.

机会；运气；大笔的钱

19．status n.

身份；地位；职位

20．rob vt.

抢劫；盗窃；剥夺

22．horrible adj.

可怕的；恐怖的

会

24．fade

21．compromise n．& vi.

妥协折衷

23．overlook

vt.

俯视；忽视；不理vi.& vt.

(使)褪色；减弱；逐渐消失

二. 重点短语

1．pass sb. off as...(把某人)改变或冒充成……

2．make one’s acquaintance

3．generally speaking

结识；与……相见

一般来说

4．in terms of...

就……来说，从……角度

5．in amazement

震惊；惊讶

6．once more

再一次

7．in need of

需要……

8．fade out

(声音、画面)逐渐模糊；渐淡

9．block out 阻挡，举起

10. in disguise 伪装，假扮

11. betray ...to ... 出卖(国家,朋友)给……

三．请用以上短语补全句子

1. I am delighted to make your acquaintance. 2. In terms of money, he's quite rich. 3. I suggest trying once more. 4. He escaped by passing himself off as a guard. 5. They may be in need of bread and water. 6. He just looked at me in amazement

7. The idea seemed to fade out and the club was never formed.

8. Generally speaking，those who pay attention to physical exercise are in good health. 9. He made his escape in disguise .

10. That wall blocks out all the light.

四．精讲词汇

1. adaptation

n.[C] 改编本；适应性

The play is an adaptation of a short novel.

这部戏剧是一部短篇小说的改编本。

The adaptation of animals to the environment is rather slow.

动物对环境的适应是相当慢的。

常用结构：adaptation to 对……的适应

联想拓展

adapt vt.使适应(合)；修改,改编

vi. (to)适应

adapt oneself to 使适应；使适合

①He tried hard to _________himself _______(使自己适应) the new conditions.

②He made a quick _________ (适应) the new environment.

③When they moved to Canada, the children _________ (适应) the change very

well.

答案：①adapt; to ②adaptation to ③adapted to 2. condemn

vt. 责难；责备；谴责某人；判处……有罪

We condemn his foolish behavior.我们谴责他的愚蠢行为。

常用结构：

condemn sb./sth. as 谴责/指责某人/某事为……

condemn sb. to sth. 判处某人某种刑罚; 使某人注定要…

condemn sb. to do sth. 把……逼入某状态，使某人注定……

be condemned/sentenced to death 被判处死刑

The criminal was condemned to death. 那个罪犯被判处死刑。

3. acquaintance

n.

[U]相识；熟悉；熟知

n.[C]相识的人，熟人

I have some acquaintance with the Russian.

我懂一点俄语。

She was a casual acquaintance in Vienna.

她是我在越南的一个熟人。

常用结构：

make one’s acquaintance=make the acquaintance with sb. 结识某人

五、精讲短语

1. pass sb. off as... 把某人改变或冒充成……

He escaped by passing himself off as a guard. 他冒充警卫逃走了。

She passed him off as her husband. 她把他假充作自己的丈夫。

联想拓展：

pass sth. to sb. 将某物递给某人

pass away 去世

pass down把……传给后世

pass...on to 把……传递给……

pass by 走过；经过

pass through 通过；穿过

高手过招

用适当的介词或副词填空 ①Pass the book _________me when you’ve finished it.

②I was sorry to learn that his mother had passed _________ .

③She passed _________ a difficult period after her marriage failed.

④They bought up pieces of old furniture and passed them _________ valuable antiques.

答案：①on to ②away ③through ④off as 2. in terms of...

以……的观点；就……而说

It is difficult to express it in terms of science. 要用科学的字眼来表达它是很困难的。

联想拓展：

in need of 需要

in charge of 负责

in search of 搜寻

in hope of 希望

in honor of 纪念；尊重

in favor of 有利于

in spite of 尽管

in case of 以防；万一

in place of 代替

完成句子：

①Think of it _________ (从……角度) an investment. ②It was a bad year for films, _________ (无论从数量上还是质量上). ③This project is _________ (迫切地需要) funding. ④He is homeless and _________ (非常需要帮助).答案：

①

in terms of

②in terms of both quantity and quality

③

in great/urgent need of

④in great need of help Period2 Warming up & Pre-reading Step1 lead- in T:

T: Has anyone heard of “the Pygmalion Effect”？What is it? S1: The Pygmalion Effect is that people tend to behave as you expect they will. If you expect a person to take responsibility, they probably will. If you expect them not to even try, they probably won’t.

T: Good. How did you know? S1: I have once read some Greek stories. And I have read the story Pygmalion before.

T: You’re great. If someone is good at writing, we often say he or she is a lucky dog of the Muses. Do you know where the saying comes from?

S1: It also comes from the Greek story. Step2 Warming up T: Yes. Today we are going to learn about a Greek story Pygmalion. First, look at the pictures on page 28. Please work in pairs and work out the story.

(After a few minutes.)

T: Now let’s have a look at the first picture. Who can tell me what’s in it with your own words? S1: Let me try. Pygmalion was a very gifted artist. He spent a long time making a stone statue of a beautiful woman. It was so beautiful that he couldn’t help loving it and wanted it to be his wife. T: Wonderful! And who can follow it? S2: But it was only a stone. How could he make his dream become true? He thought and thought and at last he asked the Greek Goddess to help him to bring it to life. T: You did a good job. But did his dream become true at last? S3: Yes! The Greek Goddess agreed to help and his wish was granted. T: Now who can present the complete story based on the above description?

S4: Let me try. Pygmalion was a gifted artist. One day, he decided to make a stone statue of a beautiful woman. He worked day and night and at last he finished. Then he clothed the figure, decorated it with the jewellery, and even named it the Sleeping Love. The work was so beautiful that he couldn’t help thinking that if the statue could be brought to life, he’d very much like it to be his wife. Therefore, he asked the Greek Goddess to help make it alive. Finally the Goddess was moved by his sincerity. His wish was granted. Pygmalion threw himself to his feet, the girl smelt down at him. Afterwards, they fell in love with each other and married. T: Do you know who wrote the play? S: George Bernard Shaw. T: Now please read the passage about George Bernard Shaw and then fill in the blanks with the information. George Bernard Shaw (1856- 1940) —the most significant British dramatist since Shakespeare

winner of the Nobel Prize for Literature. After those of William Shakespeare, Shaw’s plays are some of the most widely produced in English language theatre.

George Bernard Shaw’s Life

Born the son of an unsuccessful protectant merchant in Dublin, Ireland in 1856. When his parents separated in 1876, Shaw, his mother moved to London. When old George died in 1885, his children and wife did not attend his funeral. Young Shaw and his two sisters were brought up mostly by servants. Shaw’s mother eventually left the family home to teach music, singing in London. After the turn of the century, Shaw’s plays gradually began to achieve production and, eventually, acceptance in England. Shaw received the Nobel Prize for Literature in 1925 and an Academy Award (Best Screenplay for Pygmalion in 1938) In 1950, Shaw fell off a ladder while trimming a tree on his property outside of London, and died a few days later of complications from the injury, at age 94 he died in Hertfordshire. George Bernard Shaw’s Important plays 1894: Arms and the Man 1897: the Devil’s Disciple

1905: Major Babara 1912: Androcles and the Lion 1913: Pygmalion 1917: Heartbreak House 1924: Saint Joan 1930: The Apple Cart (40th drama, British idiom: upset the applecart) 1932: Too Good to be True 1956: play My Fair Lady

George Bernard Shaw’s influences

Shaw first worked as an art critic, then music critic, and finally, from 1895 to 1898, as Theatre Critic for the Saturday Review.

Born Achievement In 1856 in Ireland Nobel Prize for Literature in 1925 Irish dramatist, literary critic, a socialist spokesman Works Arms and the Man (1894); Androcles and the Lion (1912)

The Devil’s Disciple(1897); Pygmalion(1913),

Superman(1905); play My Fair Lady in 1956 Personality Death

step3 Pre-reading 1.

Show some pictures from My Fair Lady. Ask Ss to answer the following questions. Question1: Have you seen the film “My Fair Lady”(《窈窕淑女》)?

Humorous and witty In 1950 S: yes, the play was adapted from the Greek story of

and was shot into a film named by the famous playwright George Bernard Shaw. Question2: Do you like it? Why?

2. Ask Ss to go through the information on the main characters below and try to match the main characters in the play and in the Greek story.

(1) Pygmalion

A. Pickering

(2) Statue

B. Higgins

(3) Greek god

C. Eliza Answer: (1) B

(2)C

(3) A Period 3 Reading & Comprehending Step1: Lead- in T: Do you think the quality of a person’s English decides his/ her position in society?

S: Yes/ No. T: Maybe in a certain society or certain circumstances it is true, but do you think a person’s English quality can be improved in just a few months? All right, today, we are going to talk about the famous play Pygmalion, let’s see how an expert of language change a poor flower girl into an upper class lady. Step2 . Fast reading Purpose: To get a brief understanding of Act One. 1. Ask Ss if they are curious about the plot in the play and then give them some time to read the text. While reading, Ask them try to find out the information as quickly as possible. When,

Where,

Who,

What,

how Suggested Answers:

when where who what how 11:15

pm, in1914 London, England Eliza, Colonel Pickering,

Higgins fateful meetings Eliza wanted to sell flower to Pickering, Higgins noticed her pronunciation. Step3 Careful Reading

1. This Time let students go through the text again and find the answers to the following five questions. 1). what is the main idea of the play?

A. The poor flower girl, Eliza, found Higgins to buy some flowers for her. B. A person’s language and behavior decides on his/her position in society.

C. Colonel Pickering found Higgins outside a theatre of London. D. Higgins made his acquaintance with Pickering. 2). The flower girl was worried because____. A. she thought she did something wrong. B. she didn’t have the right to sell flowers.

C. she didn’t want Higgins to write down what he said.

D. she thought Higgins was a policeman in disguise.

3). Why did Higgins make notes while he was watching the flower girl? A. He thought it was interesting. B. He wanted to know what the girl wanted to do. C. He wanted to study something about phonetics from the girl. D. He was a policeman in disguise. 4). From __, Higgins got to know the girl came from the west end of London. A. her clothes

B. her language

C. her look

D. her job of selling flowers 5). According to Higgins, if the flower girl was educated well to speak properly, she can do the following EXCEPT___. A. pass herself off in three months as a duchess at an ambassador’s garden party

B. serve as a lady’s maid

C. become a shop assistant

D. sell more flowers

Answers: D, D, C, B, D 2.

Answer the questions about the text. 1)

What is the name of the man hiding from the rain?

2)

Why is Eliza frightened of him at first? 3)

Where has Colonel Pickering been living and what has he studied?

4)

Who is Henry Higgins anxious to meet and why? 5)

What is Eliza’s ambition and what does she decide to do about it? 6)

Can you recognize each character’s social position by their behavior and language? Is he or she from the upper class, middle class or lower class? Give your reasons. Answers: 1) Henry Higgins; 2) She thinks he is a policeman in disguise. 3) He has been living in India and has studied many Indian dialects. 4) He is anxious to meet Colonel Pickering because he is searching in the same academic field as Pickering. 5) Her ambition is to be a shop assistant. She decides to take lessons from Professor Higgins to achieve her aim. 6) Eliza is from the lower class. She is respectful to people of the higher class. Step4 Filling the chart Now please finish Part 2 on page 31.

Sample answers to Part 2: Relationships between characters Henry Higgins: 1. Attitude to Colonel Pickering (H) 2. Attitude to Eliza (L) Is the statement above true? Colonel Pickering: 1. Attitude to Henry Higgins (H) Evidence from the play 1. My dear man 2. Dismissively, ignore, carelessly

throw The statement is true. 1. May I ask… /

Let me

congratulate you

2. Attitude to Eliza (L) Is the statement above true? Eliza: 1. Attitude to Henry Higgins (H) 2. Attitude to Colonel Pickering (H)

Is the statement above true? 2.The statement is not true. 1. Pushes it back at him 2. The statement is not true. Step5 Sum up the three person’s characteristics:

Eliza:

Higgins:

Colonel Pickering:

STEP 6 Summary The text is a play adapted from a Greek story Pygmalion by Bernard Shaw, and it was shot into a film named My Fair Lady. In this play, Eliza is a flower girl; she wants to get a job as a maid or shop assistant. But her English is bad. One day she met Higgins, a professor convinced that a person’s pronunciation decides his or her position in society. His friend, Pickering made a bet with him. If he can educate Eliza kind, polite, generous,

enthusiastic, eager, Impatient, rude, confident ,

superior, self-important

anxious, eager, emotional,

ambitious, unsure

into a fair lady and pass herself off as a duchess at an ambassador’s garden party. Higgins tries his beat to teach Eliza and at last she really attend the party without anyone else knowing she is from the gutter. She changed into a real fair lady, many young fellows want to marry her.

Step7 Language points（语言点）

1. Professor Higgins (H): an expert in phonetics, convinced that the quality of a person’s English decides his/her position in society.

希金斯教授是一位语音学专家, 他认为一个人的英语水平决定了他(她)的社会地位。

convince vt. to cause to believe or feel certain; to persuade 说服; 使相信; 说(某人) ①

We convinced him to go by train rather than plane.

我们说服了他坐火车去,不要搭飞机

②

I tried to convince my wife that we can’t afford a new car.

我试图说服我妻子我们买不起新车。

convinced adj.

坚信的;意志坚定的

convincing adj.

令人心服的

2 While watching, he makes notes.

他一边观察, 一边做笔记。

while watching 为while he was watching 省略句。在以when, while, if, unless等引导的状语从句中,如果从句中的主语与主句主语一致且从句谓语动词含有be动词的形式,往往将从句中的主语及be动词省略,而以动词的-ing形式或过去分词形式来代替。

①

After finishing the work, he went home.

完成工作后他就回家了。

②

After being discussed, the plan should be carried out at once.

计划讨论后, 应立即实施。

③

While crossing the street, look out for cars passing by.

过马路时, 小心过路车辆。

例如：When_____ help, one often says “Thank you.” or “It’s kind of you.”

A. offering

B. to offer

C. to be offered80

D. offered STEP 8 Homework（家庭作业）

1 Read the play repeatedly and try to act out the play. 2 Find out some difficult words and expressions in the play.

Period 5

Extensive Reading

Teaching goals教学目标

Enable the students to talk about the play Making the bet.

Step1

Revision and Lead- in A sample summary of the act:

Eliza Doolittle, is a poor, dirty flower seller in the turn of the century England. The Pygmalion in this film is Henry Higgins (Harrison), a linguist and phonetic expert who believes that speech is what really sets the classes apart. He bets with his friend Colonel Pickering that through a change in dress and speech, he can turn the lower class Eliza into a lady that will fool high society. The only thing in the bet for Eliza is that she might be able to open her own flower shop and somewhat escape her lower class roots. Step 2

Read the text and answer the questions:

1. Ask Ss to read the text carefully and try to get more details from the text and then find out the answers to these “why” questions.

(1)Why can we say that Eliza must be in a lower class? (2)Why was Higgins respectful to Pickering? (3)Why did Pickering and Higgins feel so happy when they met each other ? (4)Why did Eliza want to find Higgins the next day ? Suggested Answers:

(1)Her language and behaviour

(2)In his opinion, Pickering is an equal and friend.

(3)Both of them were interested in phonetics and they were looking for each other.

(4)She wanted to change her life very much and she believed what Higgins said. 2. After that, the teacher can lead the students to have a discussion about the ending of the play. Show the following.

1). Do you think Eliza should marry Henry? 2). Do you think Eliza should marry Freddy? 3). If Eliza loves Henry and marries him, do you think he will become a good husband? About ten minutes later, ask the students to present their answers.

Sample answers:

I think Eliza will marry neither Freddy nor Henry. After all Freddy does not know the past of Eliza. If one day Freddy learns about that, he will not accept all of this. He belongs to the upper class and maybe in his deep heart he looks down upon Eliza. As for Henry, I think he is very greedy and proud. He only treats Eliza as his bet. He only wants to prove he is capable, although at last he falls in love with Eliza. However, when he truly marries Eliza, the selfishness will again appear. He will not become a good husband. As a matter of fact, Eliza has become a confident girl after experiencing these things. Maybe she will find her true love at last.

Step3 Language Points: Important words: 1．fancy a) adj. 1)精致的；有精美装饰的；绚丽的；花哨的

That's a very fancy pair of shoes! 那是一双非常别致的鞋！

2)异常复杂的；过分复杂的

They added a lot of fancy footwork to the dance. 他们给这个舞蹈增加了许多复杂的舞步。

3)昂贵的；奢华的

He sells poor goods and charges fancy prices. 他出售的商品很糟，要价却非常昂贵。

b) n. 1)[C& U]相像的事物；相像(力) Did I really hear a voice or was it only my fancy? 我是真的听到了声音还是我的幻觉而已？

【知识拓展】

1)catch/take sb's fancy 合某人的心意；吸引某人

She saw a dress in the shop window and it caught her fancy immediately. 她看见商店橱窗里的一件连衣裙，

立刻觉得很合心意。

2)take a fancy to sb/sth 喜欢上、爱上(常指没有明显原因) I've suddenly taken a fancy to detective stories. 我突然喜欢上了侦探小说。

3)have a fancy for爱好；爱上；入迷

I have a fancy for fishing. 我爱好钓鱼。

【知识运用】

She wants to buy a handbag, not ________but strong. A．abstract

B．style C．fancy

D．single 答案：C

本题题意：我想买一个手提包不要花哨，而要耐用。fancy表示“精致的；有精美装饰的；绚丽的；花哨的”。

2．sob a)(v.) 1)抽泣；啜泣；呜咽

①The child started to sob when he couldn't find his mother. 孩子因找不见他妈妈，哭起来了。

②She sobbed into her handkerchief. 她用手绢掩面啜泣。

2)～sth(out)哭诉；泣诉；抽噎着说

①She sobbed out the story of the death of her child. 她呜咽着诉说自己的孩子是怎样死去的。

②She sobbed out her troubles. 她哭着诉说了自己的苦恼。

b)(n.) 抽泣(声)；啜泣

①The child's sobs gradually died down. 那孩子的啜泣声渐渐静了下来。

②She asked with a sob. 她哭泣着央求。

【词语辨析】

weep, cry, sob 这三个动词均有“哭”之意。

1)weep书面用词，指小哭或无声地哭，侧重流泪。

It is better to laugh than(to)weep. 笑比哭好。

2)cry普通用词，指因痛苦、悲哀或伤感等出声地哭。

He cried because he had hurt his knee. 他摔伤了膝盖哭了起来。

3)sob指抽泣、呜咽。

We could hear the child sobbing in the other room. 我们听到那间屋子里的小孩在抽抽搭搭地哭着。

【知识运用】

(1)His long boring story made me________. A．annoying

B．sneeze C．yawn

D．sob 答案：C

本题题意：他的冗长的故事听得我直打呵欠。yawn表示“打哈欠”。

(2)He sat down and buried his head in the bedclothes. He began to________. A．sob

B．nod C．yawn

D．squeeze 答案：A

本题题意：他坐下来，用床单捂住头哭泣起来。sob表示“抽泣；啜泣；呜咽”。

3．fade (v.) 1)(使)变淡，变暗

①Flowers fade when they come to an end.

花儿开过就凋谢了。

②The color fades when exposed to light. 这颜色曝光后会褪色。

2)～(away)逐渐消逝；逐渐消失

①The sound of the motorbike faded away in the distance. 摩托车的声音在远处逐渐消失了。

②The sound of the footsteps faded away. 脚步声渐渐消失了。

【知识拓展】

1)fade out/in (声音)渐弱/渐强；(画面)淡出/淡入，渐隐/渐显

The closing music fades out when the hero rides off into the sunset. 当男主角策马向夕阳驰去时，尾声音乐逐渐消失。

2)fade sth out/in使(声音)渐弱/渐强；使(画面)淡出/淡入，渐隐/渐显

As the programme ended, their conversation was faded out. 节目结束时，

他们的谈话声也逐渐消失了。

【知识运用】

(1)Because of their continuous failures, my

enthusiasm for Chinese football team gradually________. A．faded away

B．ran out C．gave up

D．died out 答案：A

本题题意：因为中国足球队连遭败绩，我对这支球队的热情逐渐消失。fade away表示“逐渐消失；逐渐丧失”。

(2)(2006湖北28) Although the wind has______，

the rain remains steady, so you still need a raincoat. A．turned up

B．gone back C．died down

D．blown out 答案：C

本题题意：虽然风已经平息，但是雨却不紧不慢地下着，所以你仍旧需要一件雨衣。die down表示“逐渐减弱”。

动词的-ed形式作状语

动词的-ed形式作状语和-ing形式作状语一样，也可以表示时间、原因、条件、让步、

方式或伴随情况等。

1．表示时间

动词的-ed形式作状语表示时间，相当于一个时间状语从句。

Seen from the tower, the city looks beautiful. 从塔上往下看，城市显得很美丽。（= When the city is seen from the tower...）

Shown the lab, we were taken to see the library. 带我们参观了实验室之后，又带我们参观了图书馆。（= After we had been shown the lab...）

Completely examined by the doctors, he went back to school right away. 经过医生彻底检查以后，他立刻回到了学校。(= After he was completely examined...) 提示：

有时动词的-ed形式前可加连词when或while来强调时间概念。

When asked why she was late for class again, she hung her head in shame. 当被问到为什么上课又迟到时，她羞愧地低下了头。

Once recovered, he went all out to do his work. 一恢复健康，他就全力以赴地干起了工作。

Once started, the clock will go half a month and keep good time.一旦给这钟上了发条，它就会走半个月，并且走得很准。

2. 表示原因

动词的-ed形式作状语表示原因，相当于一个原因状语从句。

Moved by the heroic deeds, the children couldn't help crying. 孩子们被英雄事迹感动，情不自禁地哭了起来。（= Since they were moved by the heroic deeds ...） Written in haste, her letter is very hard to read. 因为写得快，她的信很难阅读。（=As it was written in haste ...）

Excited by the new discovery, we decided to go out and celebrate. 我们因为新发现而激动万分，决定出去庆祝一下。(Because we were excited by...)

注意：

为了使-ed形式表示的条件、动词让步意义更加明显，我们可以加上适当的连词。

Even if invited,I won'tgo. 即使受到邀请，我也不去。

Though beaten by the opposite team,they did not lose heart. 虽然被对手打败，便他们并没有丧失信心。

Unless invited,he will not come back to the company. 除非被邀请，不然他不会回到公司来的。

3. 表示条件

动词的-ed形式作状语表示条件，相当于一个条件状语从句。

Heated, water changes into steam. 加热，水就能变成蒸汽。（= If water is heated...）

Given more time, he would be able to do better. 假如多给一些时间，他会干得更出色。（= If he was given more time ...）

Compared with other professors, she was an excellent speaker. 与其他教授相比，她是一个优秀的演说家。

4. 表示让步

动词的-ed形式作状语表示让步，相当于一个thoughalthough引导的让步状语从句。

Exhausted by the running, they went on running after the robber. 尽管已经跑得筋疲力尽，他们还是继续追赶着那个强盗。（= Although they were exhausted by the running ...）

Laughed at by many people, he continued his research. 尽管被许多人嘲笑，他还是继续他的研究。（= Even if he was laughed by many people ...）

Questioned many times a day, Andrew kept silent over the murder. 尽管一天被盘问了多次，安德鲁仍然对那件谋杀案保持沉默。

提示：

有时动词的-ed形式作状语和动词的-ing形式的被动式作状语，并没有多大的区别，可以互换。

Suddenly seized with a high fever, he was unable to attend school. 他因突然发热不能来上学。

= Being suddenly seized with a high fever, he was unable to attend school. 他因突然发热不能来上学。

Brought up in the countryside, he found it hard to get used to town life. 因为是在农村长大的，他感到很难适应城市生活。

= Having been brought up in the countryside, he found it hard to get used to town life. 因为是在农村长大的，他感到很难适应城市生活。

5．表示行为方式、伴随情况或补充说明。

动词的-ed形式作状语表示行为方式、伴随情况或补充说明时，通常位于句子的后面，相当于一个并列分句。

The teacher stood there, surrounded by the students. 老师站在那儿，被学生围住了。（= and he was surrounded by the students）

He went into the office, followed by some children. 他走进办公室，后面跟着一些孩子。(= and he was followed by some children) They turned around and stood in the middle of the room, completely astonished. 他们转过身来，站在房间中央，完全惊呆了。

She accepted the gift, deeply moved. 她接受了礼物，深深地感动了。

注意：

动词的-ed形式在句中不能用作主语或宾语。

【误】Invited to the state banquet is a great honour. 【正】To be invited to the state banquet is a great honour. 被邀请出席国宴是极大的荣耀。

【误】I cannot stand laughed at. 【正】I cannot stand being laughed at. 我不能容忍被人嘲笑。

二、

动词的-ed形式的逻辑主语

A．动词的-ed形式在句中作状语和表语时，它的逻辑主语一般来说就是句子的主语，-ed形式和主语之间是被动关系。

Locked up, he had no way to escape. 他被锁了起来，没有办法逃跑了。

Lost in thought, he almost ran into the car in front of him. 他陷入了沉思，几乎撞到了前面的汽车。

She became discouraged at the news. 听到这个消息，她泄气了。

Though it was 1000 a.m., the door of the shop remained locked. 尽管已经是上午10点了，商店的门仍然锁着。

B．当动词的-ed形式在句中作定语时，它的逻辑主语是被它修饰的名词，它和名词之间是被动关系。

The first textbooks written for teaching English as a foreign language came out in the 16th century. 第一批编写出来作为英语教材的课本是16世纪出版的。

The computer center, opened last year, is very popular among the students in this school. 去年开办的计算机中心深受这所学校的学生喜爱。

A lighted candle lit up the cellar. 一支点燃的蜡烛照亮了地下室。

C．当动词的-ed形式在句中作宾语补语或主语补语时，它的逻辑主语是句子的主语或宾语，它们之间的关系是被动关系。

Vivien got her fingers trapped in the bicycle chain. 薇薇恩把手指卡在自行车链条里了。（trapped的逻辑主语是句子的宾语fingers）

The valuable vase was found stolen. 那个珍贵的花瓶发现被盗了。（stolen的逻辑主语是句子的主语vase）

We got home only to find the whole house turned upside down. Thieves obviously had broken in. 我们回到家发现整幢房子被翻得乱七八糟, 很明显小偷闯进来了。

D．动词的-ed形式有时可有其独立的逻辑主语，常用作状语。

Everything done, we went home. 一切事情都做完了，我们就回家了。

All our money run out, Henry had to find another job. 钱都用完了，亨利不得不再找一份工作。

He was lying on the grass, his hands crossed under his head. 他躺在草地上，头枕着双手。

All things considered, the planned trip will have to be called off. 考虑到所有的情况，原来计划好的旅行不得不取消。

E．动词的-ed形式作独立成分。

动词的-ed形式的一些固定词组也可在句中作独立成分，不受逻辑主语的限制。

Put frankly, I don't agree with what he said. 坦白地说，我不同意他所

说的。

Given the general state of his health, it may take him a while to recover from the operation. 考虑到他一般的身体状况，手术后的恢复可能需要一段时间。

分词作状语

教学目标：分清何时用现在分词、何时用过去分词。

用法讲解：

1. 分词或分词短语作状语时，可以表示时间、原因、让步、条件，方式或伴随状况。通常可转换成相应的状语从句；表示方式或伴随状况时可以转换成并列句或非限制性定语从句。例如：

Blamed for the breakdown of the school computer network (=Because she was blamed for the breakdown of the school computer network), Alice was in low spirits. 分词短语作原因状语

Given time (=If he is given time), he’ll make a fist-class tennis player. 分词短语作条件状语

We often provide our children with toys, footballs or basketballs, thinking that all children like these things. (= and think that all children like these things.) 分词短语作伴随状语

2. 有时为了强调，分词前可带when, while, if, though, as if, unless等连词一起作状语，以便使句子的意思更清楚、更连贯。例如：

When comparing different cultures, we often pay attention only to the differences without noticing the many similarities.

Though tired, he still continued reading.

3. 现在分词和过去分词作状语时的用法比较。

不管是现在分词还是过去分词单独作状语，其逻辑主语必须与主句的主语一致。分词作状语通常可转换成一个相应的状语从句或并列句，如果状语分句或并列句中的谓语动词为被动结构，就用过去分词；如果状语分句或并列句中的谓语动词为主动结构，就用现在分词。例如：

When compared with the size of the whole earth , the biggest ocean does not seem big at all.

分词部分相当于When the biggest ocean is compared with the size of the whole earth, 主语与分词是被动关系，所以用过去分词。

When comparing it with the size of the whole earth, we find that the biggest ocean does not seem big at all. When we compare it with the size of the whole earth... 主语与分词是主动关系, 所以用现在分词。

Faced with a bill for＄10,000(=Because he is faced with a bill for＄10,000), John has taken an extra job.

Whenever he was asked why he was late for class, he would answer carelessly, always saying the same thing (= and he would say the same thing).

注意：

1. 现在分词有两种时态：一般式doing和完成式having done。一般式通常表示与主句的谓语动词所表示的动作同时发生或无先后；完成式则强调分词所表示的动作先于谓语动词所表示的动作。

如：

While walking in the street, we met some friends of ours.（同时发生）

Having waited in the queue for half an hour, Tom suddenly realized that he had left his wallet at home. （“等待”先于谓语动词“意识到”）

2. 分词的否定式的构成: not +分词。 Not having received a reply, he decided to write again.

历年真题

（12年，新课标）28. The party will be held in the garden, weather A. permitting B. to permit C. permitted D. permit

（12年，新课标） 32. Film has a much shorter history, especially when such art forms as music and painting. A. having compared to B. comparing to C. compare to D. compared to

（12年，北京卷）27. _______ with care, one tin will last for six weeks. A. Use

B. Using

C. Used D. To use

（12年，重庆卷）23.______to work overtime that evening,I missed a wonderful film. A.

Having been asked B.To ask C.Having asked D.To be asked

（12年，福建卷）28.China recently tightened its waters controls near the Huangyan Island to prevent Chinese fishing boats from ______in the South China Sea. A. attacking B. having attacked

C. being attacked D.having been attacked （11年，辽宁卷） _________around the fire, the tourists danced with the local people. A. Gather B. To gather C. Gathering D. To be gathering

（12年，湖南卷） Time, ________ correctly, is money in the bank. A. to use B. used

C. using D. use

（11年，全国卷二）18．Sarah pretended to be cheerful,______nothing about the argument. A. says Bsaid C. to say D. saying

（10年，全国卷二）11.Though_________to see us, the professor gave us a warm welcome. A.surprising

B.was surprised

C.surprised

D.being surprised

（11年，天津卷）12.______ into English, the sentence was found to have an entirely different word order. A. Translating B. Translated C. To translate D. Having translated

（12年，陕西卷） in a long queue, we waited for the store to open to buy a New iPad. A. Standing B. To stand C. Stood D. Stand

（12年，天津卷） He got up late and hurried to his office, the breakfast untouched. A. left B. to leave C. leaving D. having left

高考英语作文高分词

在高考作文阅卷过程中，老师会对一些“高级”词汇尤为偏爱。但是，大多数同学根本不具备单词升级意识，一想到“好”，就是“good”；一想到“坏”，就是“bad”；一想到“美丽”就是“beautiful”。当老师一天批阅上千份“内容相同、语言低龄”的作文时，她的痛苦感受可想而知。

因此，你一定要避免这些“低能词汇”，让自己的词汇升级、升级再升级！

那么，什么样的单词最能够吸引阅卷老师的好感？

【原则一：晚词优先】

老师偏爱“学得晚”的单词，因为使用学得比较晚的单词，可以体现一个

人“学以致用”的意识。如果一个意思既可以用初中单词来表达，又可以用高二、高三单词来表达，那尽量选择高二、高三的单词，如：

（1）Adj.困难的

黯然低分词：difficult 闪光高分词：challenging 有挑战性的

（2）Adj.重要的

黯然低分词：important 闪光高分词：vital 至关重要的；essential 必不可少的；significant 有重要意义的；

（3）Adj.美丽的

黯然低分词：beautiful 闪光高分词：appealing动人的；attractive 吸引人的；charming迷人的；fascinating 迷人的

注：以上五个词既能修饰人，又能修饰物，非常好用，务必记熟！

【原则二：短语优先】

在阅卷老师看来，活用短语是一个考生能力的体现。因此，我们可以掌握一些将某些常见单词转化为短语的用法，如：

（4）v. 参加

黯然低分词：join 闪光高分词：take part in

（5）v. 使用

黯然低分词：use 闪光高分词：make good use of

（6）v. 拜访

黯然低分词：visit 闪光高分词：pay a visit to （7）最常见的换词手段：形容词=of+同根名词

黯然低分词： 闪光高分词： very important 重要的 of great importance very difficult 困难的 of great difficulty very beautiful 美丽的 of great beauty very useful 有用的 of great use very helpful 有帮助的 of great help very harmful 有害的 of great harm very valuable 有价值的 of great value very significant 至关重要的 of great significance very necessary 必要的 of great necessity

【原则三：“具体化”单词优先】

请先对比以下几组句子：

【例句1】I go to school everyday. 【例句2】I ride to school everyday. 很多同学都能感觉到例句2要比例句1好。究其原因，是例句2中的rode比例句1中的went更加具体：went只表达了“去”的意思，而rode不但表达出“去”的意思，还能表达出具体的交通方式。也就是说，例句2表达的信息量比例句1更加丰富。

再如：

【例句3】Mr Wang is a good teacher. 【例句4】Mr Wang is a kind, patient and knowledgeable teacher. 例句3只表达出Mr Wang是一个“好”老师，而到底“好”在哪些方面，却没有具体说清楚；例句4则清楚地告诉读者，Mr Wang好在三个方面：和蔼（kind）、耐心（patient）以及知识丰富（knowledgeable）。

因此，我们必须学会换用更为具体的单词表达我们的思想，如：

（8）adj. 学习

黯然低分词：learn 闪光高分词：research研究；pick up偶然学到，顺便学到，轻松学到；master掌握

（9）n. 好老师

黯然低分词：a good teacher 闪光高分词：a kind, patient and knowledgeable English teacher一个善良、耐心、博学的老师

当然，除了替换某些表意抽象的单词，我们还可以通过增加细节成分，使表达更为具体，如，例句2可以加上同伴、心情等信息，进一步改写成：

【例句5】I，together with Tom and Jerry, rode to the Zhongshan park yesterday，feeling rather excited. 同样的，例句4也可以加上一个定语从句，写出Mr Wang到底擅长哪些事情，如：

【例句6】Mr Wang is a kind, patient and knowledgeable teacher who knows how to enlighten us students. 可以看到，例句5和例句6两个句子采用“具体化”的手段，将原本毫无生气的句子顿时变得生动形象了。

综上所述，想让你的表达“具体化”，一共有两种常用方法，其一，是换掉某些表意不明确的单词，换上表意更加明确具体的单词；其二，是在句中适当增加细节成分。“具体化”的好处，是让句子的含义更加丰富，让读者更容易由句子展开丰富的联想，随着作者一起经历、一起思考、一起感动。在平时的学习、训练中，与其生硬地使用超纲词汇，不如好好熟悉大纲单词，用好“具体化”的两种方法，为你的作文增光添彩。

事实上，“具体化”在汉语写作中也有同样的体现。比如，要表达“惜别”的感情，光说“再见”是不够的，应该像诗人那样，用具体化的细节带动感情，

写出梦幻般的文字：“让我与你握别/ 再轻轻抽出我的手/ 知道思念从此生根/ 浮云白日/ 山川庄严温柔...”

这就是“具体化”的作用，你体会到了吗？

【原则四：大纲词汇的衍生词优先】

在高中英语中，我们已经涉及到了词根词缀的知识。运用这些知识，可以将很多高中词汇衍生为四六级词汇甚至托福、雅思词汇。

举例如下：

（10）adj. 当然地

黯然低分词：certainly 闪光高分词：obviously 明显地；undoubtedly 毫无疑问地；evidently显然地；

（11）adj. 不开心的

黯然低分词：sad 闪光高分词：discouraged气馁的；depressed沮丧的；downhearted垂头丧气的；low-spirited意志消沉的；