Unit8GreenLivingLesson1Grammar課件-高一英語(yǔ)北師大版

Unit8Lesson1RootsandShootsGrammar新課導(dǎo)入閱讀下面句子，體會(huì)下列劃線單詞。Doyouknowthefunctionsoftheverb-ingand-edforms?課堂學(xué)習(xí)Grammar分詞是非謂語(yǔ)動(dòng)詞的一種在句中起形容詞和副詞的作用可以作表語(yǔ)、定語(yǔ)、狀語(yǔ)和賓語(yǔ)補(bǔ)足語(yǔ)等分詞有兩種：現(xiàn)在分詞(v.-ing)和過(guò)去分詞(v.-ed)分詞現(xiàn)在分詞&過(guò)去分詞分詞語(yǔ)義例句現(xiàn)在分詞主動(dòng)、進(jìn)行

developingcountry發(fā)展中國(guó)家

DoyouknowthewomantalkingtoTom?過(guò)去分詞被動(dòng)、完成

developedcountry發(fā)達(dá)國(guó)家Thesoldierwoundedinthewarhasbecomeadoctor.分詞的句法功能（一）作表語(yǔ)

(predicative)分詞例句解讀現(xiàn)在分詞1.Hisfavoritesportisplayingbasketball.2.Thefilmisexciting.1.指一般性、經(jīng)常性的動(dòng)作；2.表示主語(yǔ)所具有的特征或?qū)傩?，意為“令人……的”。過(guò)去分詞Hewasexcitedatthenews.常表示主語(yǔ)的性質(zhì)或狀態(tài)，意為“感到……的”。分詞的句法功能（二）作定語(yǔ)

(attributive)分詞例句解讀現(xiàn)在分詞TheyoungmansittingbetweenJohnandMaryisaneditor.

被修飾詞theyoungman與分詞sitting為邏輯上的主動(dòng)關(guān)系，sit動(dòng)作正在進(jìn)行。過(guò)去分詞Theproblemdiscussedyesterdayhasbeensolved.被修飾詞theproblem與分詞discussed為邏輯上的被動(dòng)關(guān)系，discuss動(dòng)作已經(jīng)完成。【注意】1.過(guò)去分詞作定語(yǔ)在意義上有兩種可能：表示被動(dòng)和完成或者只表示完成，如fallenleaves(落葉)。2.分詞作定語(yǔ)常常相當(dāng)于一個(gè)定語(yǔ)從句。如：Thosewishingtojointhisclubshouldsignhere.=Thosewhowishtojointheclubshouldsignhere.Theman,disturbedsobadly,almostlosthismemory.

=Theman,

whowasdisturbedsobadly,almostlosthismemory.分詞用法例句解讀現(xiàn)在分詞常跟分詞作賓補(bǔ)的動(dòng)詞有感官動(dòng)詞和使役動(dòng)詞，以及其他如keep,find,leave等。Iheardthem

singingintheclassroom.被修飾詞them與分詞singing為邏輯上的主動(dòng)關(guān)系。過(guò)去分詞Iwillgetmyhair

cutthisafternoon.被修飾詞myhair與分詞cut為邏輯上的被動(dòng)關(guān)系。分詞的句法功能（四）作狀語(yǔ)

(adverbial)分詞例句解讀現(xiàn)在分詞Seeingfromthetopofthetower,wecanseeabeautifulfactory.分詞seeing與主語(yǔ)we為邏輯上的主動(dòng)關(guān)系。過(guò)去分詞Seenfromthetopofthetower,thefactorylooksbeautiful.分詞seen與主語(yǔ)thefactory為邏輯上的被動(dòng)關(guān)系?！咀⒁狻糠衷~作狀語(yǔ)可以轉(zhuǎn)化成相應(yīng)的狀語(yǔ)從句，如：1.Takingakeyoutofhispocket,heopenedthedoor.=Afterhetookakeyoutofhispocket,heopenedthedoor.2.

Bornintoapoorfamily,hehadonlytwoyearsofschooling.=Ashewasbornintoapoorfamily,hehadonlytwoyearsofschooling.3.Givenmoretime,wecoulddoitbetter.=Ifweweregivenmoretime,wecoulddoitbetter.4.Hearingthebadnews,theycouldn’thelpcrying.=Whentheyheardthebadnews,theycouldn’thelpcrying.Matchthewordsinbold(1-4)withtheirfunctions(a-c).91onefloweringplant2leaveonelittletaprunning3theworld’sbest-knownexpert4Inspiredbyherexample,hebegantoworkharder.aattributivebadverbialcobjectcomplementCompletethetextwiththecorrectformoftheverbsinbrackets.Whatisthefunctionofeachverbform?10encouragingInspiredincreasingpollutedthinkingsolvedadverbialattributiveattributiveadverbialExpressYourselfImagineyouareavolunteerofRoots&Shoots.Usewhatyouhavelearnttopersuadeoneofthefollowingpeople.I’mdoingwhatIcan,butIdon’tknowhowtomakemyfriendsdothesame.Iknow