Unit+8+Green+Living+Lesson+1+Roots+and+Shoots+課件-【知識精講精研】北師大版（2019）高中英語必修第三冊

Unit8GreenLivingLesson1RootsandShootsLeadinginACTIVATEANDSHAREPairWorkLookatthepictures.Discussthefollowingquestions.Whatishappeningineachpicture?Haveyoueverdoneanyofthesethings?Whatwouldhappenifeverybodydidthesamethings?LeadinginACTIVATEANDSHARELeavethetaprunningwhileyoubrushyourteeth.Leavealightonwhenyougoout.Dropapieceoflitterandcannotbebotheredtopickitup.LeadinginWhatothersimilarbehaviorsdoyouknow?ACTIVATEANDSHAREVocabulary

1.balanceinbalance保持平衡；處于平衡outofbalance不平衡offbalance失去平衡，沒有站穩(wěn)keep/loseone'sbalance保持/失去平衡balanceAagainstB權(quán)衡/比較A與Babalanceddiet均衡的飲食balancedadj.保持平衡的eco-balancen.生態(tài)平衡imbalancen.不平衡；不安定練習(xí)：Lifeislikeridingabicycle.Tokeep___________youmustkeepgoingon.balanceVocabulary

2.deservedeservesth.應(yīng)得；應(yīng)受deservetodo做……是應(yīng)該的/值得的deservedoing/tobedone應(yīng)受Youdeservedit.你活該/你罪有應(yīng)得練習(xí)：Hisgreatestambitionwastowintherespectofhisfellowmenbydoingthosethingsthat_________respect.deserveVocabulary

3.effecthaveaneffect/influenceon/upon對……產(chǎn)生影響come/gointoeffect生效takeeffect生效bring/carry/oeffect實施；使生效ineffect/infact/actually實際上，事實上effectiveadj.有效的；有影響的affectvt.影響練習(xí)：Studentswillreceivewrittennoticewhenthefinegoesinto_________.effectLookatthetitle“ROOTS&SHOOTS”,andguesswhatthepassageisabout.ROOTSSHOOTSREADANDEXPLOREREADANDEXPLOREPairWorkReadthefirstparagraphofthetext.Discussthequestions.1.Whatis"Just-me-ism"?"Just-me-ism"isawayofthinkingthatfocusesoncaringforjustoneselfandignorestheenvironment,animalsandthecommunity.2.Whyis"Just-me-ism"aproblem?Therewillbenobodytocareandlookaftertheenvironment.READANDEXPLORE3.Doyouhaveanysuggestionsonhowtosolvetheproblem?Asolutionwouldbetomakethemunderstandthateventhesmallestactioncanchangetheworld,sotheyshouldtakeactionswheneverpossiblefortheenvironment,animalsandtheircommunity.Forexample,theyshouldturnthetapoffwhenbrushingtheirteeth,turnthelightoffwhentheyleavearoomandpickupevenlittlepiecesoflittertheydroppedontheroad.READANDEXPLOREReadtherestofthetext.CompletethetableoruseyourowngraphicorganisertoillustratewhatyouhavefoundaboutRoots&Shoots.

Roots&ShootsThetimeofitsestablishment

Thefounder

Thepurpose

Themeaningofitsname

intheearly1990sDr.JaneGoodallToeducateyoungpeople,frompre-schoolerstouniversitystudents,sotheycanhelptobuildafuturethatissecureandlivetogetherinpeacewithnature.Rootsmoveslowlyunderthegroundtomakeafirmfoundation,andshootsseemsmallandweak,buttheycanbreakopenbrickwallstoreachthelight.READANDEXPLOREReadthetextagain.Answerthequestions.1.WhatcontributiondoesRoots&Shootsmaketosociety?Itinspiresyoungpeopletobuildafuturethatissecureandtolivetogetherinpeacewithnature.2.WhatmakesDr.JaneGoodallthinkRoots&Shootscanhelpsolvetheproblemof"Just-me-ism"?Itencouragesindividualstoplayapartinmakingtheworldabetterplaceinsteadofjustthinkingaboutthemselves.READANDEXPLOREReadthetextagain.Answerthequestions.3.WhatisyourexplanationforthetwoquotesfromDr.JaneGoodall?Dr.JaneGoodall'squotesmeanthatchangingtheroleisanindividualact,becausetherearemillionsofpeoplewhocanmakeadifferenceiftheyallactontheirown.READANDEXPLOREGroupWorkPrepareapresentationtointroduceRoots&Shootswiththefollowinginformation.Thengiveyourpresentationinclass.·Whenandwhyitwasestablished·Themeaningofitsname·ThecontributionitmakestosocietyGroupWorkThinkandshare1.Fromtheperspectiveofacommunityofasharedfuture,howdoyouunderstandRoots&Shoots?2.Whattechniquesdoesthewriterusetomakehis/herviewlogicalandconvincing?Findatleastoneexampleforeachtechnique.3.Canyousuggestanothertitleforthetext?Explainyouranswer.READANDEXPLOREGroupWorkThetextusesmanyparallelstructureswiththesamepatternofwordsandsentences.Underlinethesestructures.Discusswhythewriterusesthem.Thewriterusestheparallelstructurestocreateastrongeffectonreaderssothattheyunderstandthewriter'spointbetterandreflectontheirownbehaviordeeplyaswell.READANDEXPLORECompletethesummarywiththecorrectformofthewordsandphrasesbelow.Roots&Shootsisa/an1._____________establishedintheearly1990sbyDr.JaneGoodall.ItiscalledRoots&Shootsbecauserootsmoveslowlyunderthegroundmaking2.______________________andalthoughshootsseemsmallandweak,theycan3.____________________.ThepurposeofRoots&Shootsistoeducateyoungpeoplewhosufferfrom4._____________.Thosepeopledon'tthinktheirinstituteafirmfoundationbreakopenbrickwallsjust-me-ismREADANDEXPLOREactionssuchas5._______________________whilebrushingtheirteethcanhavenegativeeffectsontheenvironment.Infact,theseactionsarevery6._____________.Therefore,Roots&Shootshopesto7._____________millionsofyoungpeopleinbuildingasecurefuturesothatwecan8._____________withnature.Dr.JaneGoodallbelievesevery9._____________matters.Whatweneedtodois10._____________andacttogethertomaketheworldabetterplace.leavethetaprunningharmfulinvolveliveinpeaceindividualtakeactionFOCUSONLANGUAGE:VERB-INGAND-EDFORMS1.Matchthewordsinbold(1–4)withtheirfunctions(a–c).1.onefloweringplant2.leaveonelittletaprunning3.theworld'sbest-knownexpert4.Inspiredbyherexample,hebegantoworkharder.aattributivebadverbialcobjectcomplement1,342FOCUSONLANGUAGE:VERB-INGAND-EDFORMSCompletethetextwiththecorrectformoftheverbsinbrackets.Whatisthefunctionofeachverbform?LastTuesday,aRoots&Shootsprojectwassetupinmycommunity.AsIwalkeddownNo.1Street,Isawvolunteers1._____________(encourage)peopletojoinin.2._____________(inspire)bythemessageoftheproject,manypeoplefeltthatweshouldactnow,aswehaveseenan3._____________(increase)numberofhighly4._____________(pollute)daysthisyear.encouragingInspiredincreasingpollutedCompletethetextwiththecorrectformoftheverbsinWhilerecently,manyhavebecomemoreconcernedaboutenvironmentalprotection,therearestillsomewhohaven't,5._____________(think)thatsomeoneelsewilldealwiththeproblem.However,ifeverybodyhadthatattitude,wewouldneverseeanyenvironmentalproblems6._____________(solve)inoursociety.Weshouldremember-it'snotjust"me"!–ing(attributive3;adverbial5;complement1)–ed(attributive4;adverbial2;complement6)thinkingsolvedFOCUSONLANGUAGE:VERB-INGAND-EDFORMSEXPRESSYOURSELFImagineyouareavolunteerofRoots&Shoots.Usewhatyouhavelearnttopersuadeoneofthefollowingpeople.I'mjustastudent.WhenIbecomeapowerfulpersonIcandomore.I'mdoingwhatIcan,butIdon'tknowhowtomakemyfriendsdothesame.Iknowit'simportant,butI'mtoobusyanddon'thavetimeforsmallthingslikethis.語法：-ing分詞和-ed分詞-ing分詞（動名詞和現(xiàn)在分詞）一、動名詞作主語1.動名詞作主語往往表示經(jīng)常性、習(xí)慣性的動作。Readingisanart.讀書是一門藝術(shù)。WritingEnglishnovelsforhimisreallygreatfun.對他來說寫英語小說真的很有趣。2.動名詞作主語有時也可以用it作形式主語。用it作形式主語代替動詞-ing形式，常出現(xiàn)在以下句式中：Itisnouse/good/fun/...doingsth.Itisuseful/uselessdoingsth.It'sawasteoftimedoingsth.注意：動名詞與不定式作主語時的區(qū)別：動名詞表示的動作通常是一個泛指的動作；不定式則通常表示具體的動作。Playingwithfireisdangerous.玩火危險。（泛指）Becareful!Toplaywithfirewillbedangerous.小心點！玩火會帶來危險。（指具體的動作）二、動名詞作賓語在有些動詞后常接動名詞作賓語。介詞后也常接動名詞作賓語（but和except作“除……以外”講，后接不定式）接動詞-ing形式作賓語的常見動詞有：mind(介意),suggest(建議),enjoy(欣賞),admit(承認),appreciate(感激，欣賞),avoid(避免),delay(推遲),dislike(不喜歡，厭惡),escape(逃脫),finish(完成),forgive(寬恕),imagine(想象),keep(保持),miss(錯過),practice(訓(xùn)練),resist(抵抗，抵制),risk(冒險),deny(拒絕，否認),consider(考慮)等。這些動詞后只能用動詞-ing形式作賓語，不能用不定式。Isuggestdoingitinadifferentway.我建議用另一種不同的方法做這件事。Hefinallyadmittedhavingmadesuchamistake.他終于承認犯了那樣一個錯誤。三、-ing分詞作表語Theonlythingthatinterestsherisdancing.唯一吸引她的事情就是跳舞。Hisjobisdeliveringnewspapers.他的工作是送報紙。Theirfavoriteentertainmentisplayingchess.他們最喜歡的娛樂活動是下象棋。Thefilmwesawlastnightismoving.昨晚我們看的那部電影很感人。注意：動名詞作表語，表示一般性的行為，用來說明主語的內(nèi)容，與主語通常是同一概念，表語和主語?？梢曰Q位置；現(xiàn)在分詞作表語，表示主語的某種性質(zhì)和特征，這類分詞常可以看作形容詞。四、現(xiàn)在分詞（短語）作定語Isthereaswimmingpoolinyourschool?(aswimmingpool=apoolwhichisusedforswimming)你的學(xué)校里有游泳池嗎?Ifyouwanttosmoke,pleasegotothesmokingroom.(thesmokingroom=theroomwhichisusedforsmoking)吸煙請去吸煙室。ThemanspeakingtotheteacherisMrSmith.(themanspeakingtotheteacher=themanwhoisspeakingtotheteacher)正在和老師講話的那位男士是史密斯先生。Thebridgebeingbuiltnowwillbethelongestoneintheworld.(thebridgebeingbuiltnow=thebridgewhichisbeingbuiltnow)現(xiàn)在正在建的那條橋?qū)鞘澜缟献铋L的一條。注意：現(xiàn)在分詞作定語常放在所修飾的名詞之前，表示所修飾的人或物正在進行的動作或狀態(tài)?，F(xiàn)在分詞短語作定語放在所修飾的名詞之后，作后置定語。如果現(xiàn)在分詞短語與被修飾的名詞為被動關(guān)系，要使用被動形式。還有不少現(xiàn)在分詞和形容詞差不多，甚至已成為形容詞，如：anamusingstory,aconvincingargument,apieceofdisappointingnews,anexcitingfilm五、現(xiàn)在分詞作賓語補足語1.感官動詞：see,watch,observe,lookat,notice,hear,listento,smell,feelHesawthekidsplayingintheyard.他看見孩子們在院子里玩。Heheardthesongbeingsungnextdoor.他聽見隔壁有人正在唱這首歌。Icansmellsomethingburning.我聞到某些東西正在燃燒。Inoticedalongqueueoutsidethebankwaitingforittoopen.我注意到銀行外面排了一條長隊，等著它開門。2.表示“使、讓”含義的動詞：have,make,let,get,leave,keep,setI'msorrytohavekeptyouwaitingsolong.很抱歉讓你等了這么久。六、現(xiàn)在分詞作狀語現(xiàn)在分詞在句中作狀語來修飾謂語動詞或整個句子，表示動作發(fā)生的時間、原因、條件、結(jié)果、方式、讓步或伴隨狀況。1.作時間狀語（相當(dāng)于一個時間狀語從句）Walkinginthepark,shesawanoldfriend.=When/While(shewas)walkinginthepark,shesawanoldfriend.當(dāng)她在公園里散步時，她看到了一個老朋友。注意：當(dāng)表示正在進行的動作時，可直接在分詞前面加上when/while，此時也可理解為狀語從句的省略。2.作原因狀語（一般可轉(zhuǎn)換成由as或because引導(dǎo)的原因狀語從句）Beingill,hecouldn'tgotoschool.=Ashewasill,hecouldn'tgotoschool.因為生病了，他無法去上學(xué)。3.作條件狀語（一般放在句首，其前可以加if，unless等連詞）Workinghard,you'llmakegreatprogress.=Ifyouworkhard,you'llmakegreatprogress.如果你努力工作，你將取得很大進步。4.作結(jié)果狀語作結(jié)果狀語時，通常放在句末，中間用逗號隔開，表示一種順其自然、意料之中的結(jié)果。Thefirelastednearlytwodays,leavingnothingvaluable.大火持續(xù)了將近兩天，幾乎沒剩下值錢的東西。注意：現(xiàn)在分詞作結(jié)果狀語，是隨著謂語動詞動作的發(fā)生而產(chǎn)生的自然而然的結(jié)果，其邏輯主語往往是前面整個句子所描述的情況，前面有時候可以加thus。而不定式作結(jié)果狀語時常表示出乎意料的結(jié)果，且其前一般加only。5.作讓步、方式和伴隨狀語作讓步、方式和伴隨狀語時，說明動作發(fā)生的背景和情況。作伴隨狀語時，表示分詞的動作和主句的動作同時發(fā)生，此時它可以轉(zhuǎn)換成并列句。Marysatbythewindowoftheclassroom,readingabook.=Marysatbythewindowoftheclassroomandwasreadingabook.瑪麗坐在教室的窗邊讀著一本書。注意：為強調(diào)現(xiàn)在分詞表達的意義，可以在其前加上各種連詞。例如，加上when,while強調(diào)與謂語動詞同時發(fā)生；加上before,after強調(diào)動作先后發(fā)生；加上thus強調(diào)結(jié)果；加上although,though強調(diào)讓步等。Thoughknowingallthis,theymademepayforthedamage.盡管他們了解這一切，但還是讓我賠償損失。-ed分詞（過去分詞）一、過去分詞作定語1.意義：及物動詞的過去分詞作定語往往表示被動和完成；不及物動詞的過去分詞作定語不表示被動，只表示完成（1）表示被動和完成apollutedriver一條被污染的河流thewateredflowers澆過水的花（2）只表示完成，不表示被動fallenleaves落葉therisensun升起的太陽2.位置：單個的過去分詞作定語時，通常放在所修飾詞的前面；過去分詞短語作定語時，通常放在后面，其作用相當(dāng)于一個定語從句。Thestudentdressedinwhiteismydaughter.=Thestudentwhoisdressedinwhiteismydaughter.穿白色衣服的那個學(xué)生是我女兒。注意：過去分詞作定語和現(xiàn)在分詞作定語的區(qū)別：（1）語態(tài)不同：現(xiàn)在分詞表示主動；過去分詞表示被動。Thehousestandingatthecornerofthestreetwasbuiltin2016.矗立在街道角落的那所房子是2016年建的。Thequestiondiscussedwasveryimportant.討論過的那個問題很重要。（2）時間關(guān)系上不同：現(xiàn)在分詞表示動作正在進行；過去分詞表示動作已經(jīng)完成。thechangingworld變化著的世界thechangedworld改變了的世界boilingwater沸騰的水boiledwater開水developingcountries發(fā)展中國家developedcountries發(fā)達國家二、過去分詞作表語1.意義：用在系動詞后面，構(gòu)成系表結(jié)構(gòu)，表示主語所處的狀態(tài)。Shelookeddisappointed.她看上去很失望。Wewereencouragedatthenews.聽到這個消息我們很受鼓舞。2.過去分詞作表語表示主語所處的狀態(tài)。這一結(jié)構(gòu)從形式上與被動語態(tài)相同，但被動語態(tài)強調(diào)主語所承受的動作。Thebookiswellwritten.這本書寫得好。Thebookwaswrittenbyasoldier.這本書是由一位士兵寫的。Thenewsisexciting.這個消息是令人興奮的。Herexcitedvoicesuggestedthatshewasexcited.她激動的聲音表明她很興奮。Whenheheardthemovingstory,hewasdeeplymoved.當(dāng)他聽到這個感人的故事時，他深受感動。三、過去分詞作賓語補足語1.過去分詞作賓語補足語時，與賓語存在著動賓關(guān)系，賓語是過去分詞所表示的動作的承受者。HewatchedtheTVsetcarriedoutoftheroom.他看著電視機被搬出了房間。Lastyeartheyhadthehouserebuilt.去年他們讓人重建了這棟房子。You'dbetterhaveyourshoesmended.你最好修補一下你的鞋子。2.能夠接過去分詞作賓語補足語的動詞（短語）有以下幾類：（1）表示感覺或心理狀態(tài)的動詞（短語），如see,watch,observe,find,lookat,hear,listento,feel,notice,think等。IheardthesongsunginEnglish.我聽到有人用英語唱這首歌。Whenwegottoschool,wesawthedoorlocked.當(dāng)我們到學(xué)校時，看見門鎖著。（2）表示“致、使”意義的動詞，如have,make,get,keep,leave等。TheymanagedtomakethemselvesunderstoodbyusingverysimpleEnglish.他們使用很簡單的英語來讓別人聽懂。Don'tleavethosethingsundone.要把那些事情做完。注意：“have+賓語+過去分詞”可以表示三種含義：①表示“讓某人做某事”I'llhavemyhaircuttomorrow.明天我要去理發(fā)。②表示“遭遇某種不幸；受到打擊”Hehadhiswalletstolen.他的錢包被偷了。③做某事（主語可能參與其中）Ihadmyhouserepairedlastweek.上周，我修補了房子。（3）表示“希望、要求”等意義的動詞，如like,want,wish,order等。Theteacherdoesn'twishsuchquestions(tobe)discussedinclass.老師不希望在課堂上討論這樣的問題。Thepolice,findingthefilmunhealthy,ordereditbanned.警察發(fā)現(xiàn)這部電影不健康，令其禁演。四、過去分詞作狀語過去分詞通常在句中作時間狀語、原因狀語、條件狀語、讓步狀語、方式狀語和伴隨狀語等。1.過去分詞作時間狀語，在句中相當(dāng)于一個時間狀語從句。Askedabouthisaddress(=Whenhewasaskedabouthisaddress),theboydidn'trespond.問及他的地址時，這個小男孩沒有作答。2.