高中英语(人教版 必修4)Unit 4 Section_Ⅳ Grammar_-_Writing
2020版人教版英语必修5Unit 4 Making the news4 Unit 4 Section Ⅳ Grammar
Unit 4 Making the news
3．not only...but (also)．.., neither...nor...连接并列的句子且位于 句首时， not only, neither 和 nor 后的句子要部分倒装，但 but (also)后面的句子不倒装。 ◆Not only can we have a better understanding of our traditional culture but also broaden our view. 我们不仅能更好地理解传统文化而且能开拓我们的视野。
栏目 导引
Unit 4 Making the news
◆At the foot of the mountain stands an old temple dating from Ming Dynasty. 山脚下有一座可追溯至明朝时代的古老寺庙。 4．当句子主语部分较长，谓语部分较短，或为了强调句子的表 语时，常使用全部倒装。句子的结构为“表语＋系动词＋主语”。 ◆Gone are the days when we had nothing to eat. 我们没有东西吃的日子一去不复返了。
栏目 导引
Unit 4 Making the news
5．含有 so...that..., such...that...等结构的句子中，so.../such...位于 句首时所在的句子部分倒装。 ◆So clearly does he speak English that he can always make himself understood. 他说英语说得如此清晰，以至于别人都能听得懂。 ◆So lovely is the little boy that we all like him. 小男孩那么可爱以至于我们都喜欢他。
人教高中英语必修4Unit4Grammar(共22张PPT)
The Attributive Clause I Relative pronouns
定语从句：是指在复合句中， 修饰名词或 代的词从句. 被定语从句所修饰的名词或代 词叫做“先行”词. 引导定语从句的词叫“关系”词
The structure of the Attributive Clause:
1.Michael Jackson who/that danced well was famous all over the world.
2.This is the bike which/ that he bought last week.
3.The house whose roof is brown is mine.
=of which/whom + the + n.
1) Miss Flower is the teacher whose house caught
fire last week.
of whom the
2) This is the boy whose composition the teacher
talked of .
3. The West Lake _fo_r__w_h_i_c_h_ Hangzhou is famous in the world will be more beautiful.
4. The subject _a_t_w_h__ic_h_ Xiao Wang is good is physics.
先行词
定语从句
This is the best film thaatt I have seen. 关系代词
关系词的作用
关系代 词
This is the best film that I have seen.
人教课标版高中英语必修4 Unit4_Grammar_名师教学设计(一)
Unit4 Grammar 名师教学设计Module 4 Unit 4 Body LanguagePeriod3 GrammarTeaching Material AnalysisThe previous lessons include Warming-up, Pre-reading from Page 25 to Page 27 and Language points on Page 28. And this is the third lesson of Unit 4. It is mainly about t he usage of v.ing form as adverbial.In Unit 3 the students have learnt the usage of v.ing form as the object complement, pr edicative or attribute. As the understanding of an adverbial is quite unfamiliar to the st udents, the teacher intends to help the students to sense the structure via Free Talk, fin d it out in the reading passage, observe and understand how to use it via Exercise 2 on Page 29. Step by step, following the general understanding, there are three tasks. Task 1, Speaking while watching the videos, aims to inspire students to express what happe ned in everyday life, using v.ing form. Task 2, Acting it out, aims to judge whether stu dents can understand others using v.ing form. Task 3, Making a change in the composi tion, aims to help students use v.ing form to paraphrase the previous writing of themse lves.Analysis of the studentsIt is a new way for the students to learn Grammar by reading, speaking and writing. T hey should find out the rules on their own by observing and trying. After nearly one y ear’s learning, some of them are brave to make mistakes; some hold different views th ough sometimes strange; some are eager to express themselves in English; and becaus e of their limited vocabulary and practice some are afraid of learning Grammar points through English.Above all, what the students have in common is their curiosity and inspiration to stud y Grammar Points in a new way.Teaching aims1. Knowledge aimsBy the end of the lesson, the Ss will be able to:master how to use the basic V.ing form to describe a verb;tell the difference between the usage of a V.ing as adverbial and attribute;2. Ability aimsBy the end of the lesson, the Ss will be able to: describe a common scene using V.ing form; act out what others describe using V.ing form.3. Emotional aimsBy the end of the lesson, the Ss will be able to: try to make their composition better us ing V.ing form; cooperate with their team members expressing themselves; be braver t o express themselves freely and accurately.Teaching important pointsHelp the students to sense the structure of V.ing form via Free Talk, find it out in the r eading passage, observe and understand how to use it via Exercise 2 on Page 29. And put it into practice through three tasks.Teaching difficult pointsTell the difference of the usage of V.ing form as adverbial and attribute; how to put th e verbs together within one sentence using V.ing form.Teaching ApproachesTask-based approach, situational approach and communicative approachTeaching aidsSlide Multi-media, blackboard, guided learning plan for SsTeaching procedureStep 1: Lead-inFree Talk: Who is in each picture? What is he/she doing?Picture1: Charlie, eat, sit, entertain…Picture2: Henry, sit, ordering…Picture3: Wang Peng and Yong Hui, combine, get married, lead a …life…Put those verbs together within one sentence using “and”Is there another way to put them together?...Step 2: PresentationFirstly, choose one verb to be the primary action, that is to say, to be the center of the sentence. Then, the other verbs are secondary actions. Finally, add -ing to the secondary actions to describe the primary action.Eg: Sitting at the table, Charlie ate his shoe , entertaining the audience.Step 3: ReadingRead the text on Page 26 again, finding out as many V.ing form as adverbial as the stu dents can.Check the answers one by one. Explain the difference between an adverbial and attrib ute.Step 4: Further understandingFinish off Exercise 2 on Page 29 to better understand the use of V.ing form.Count how many of them are used as adverbial?Discuss the usage of each one.Step 5: PracticeTask 1: Speak using V.ing form as adverbial while watching the videos chosen from st udents’daily routine.Task 2: Act it out. A group leader reports the sentence they made up using v.ing form, the next group members just act it out. Start a competition.Task 3: Make a change in the students’previous composition, inspiring them to put wh at they have just learnt into use.Step 7: Homework1. Use v.ing form to rewrite some sentences of your previous compositions;2. Fish off P56-57 of the Exercise Book, thinking about where to put “not” and how to use the Passive V oice of the V.ing form.附：板书设计：教学设计思路：本课为本单元的第三课时，语法（Ｖ.ing 作状语）。
高中英语 Unit 4 Body language Section Ⅳ Grammar动词ing形式作状语课时作业 新人教版必修4
Unit 4 Body languageSection ⅣGrammar——动词ing形式作状语Ⅰ.单句语法填空1．Having_spent (spend) nearly all our money, we couldn't afford to stay at a hotel.2．Seeing (see) nobody at home, he decided to leave them a note.3．To_finish (finish) the work ahead of time，we have to work hard.4．Do you remember the name of the girl sitting (sit) next to you in the old photo?5．The case shocked the public, causing (cause) a hot debate over human nature on the Internet.6．The boy wearing (wear) a sad look said，“I can't find my parents.”7．Leaving (leave) some questions unanswered，my friend said goodbye to me.8．When you meet people from different cultures，it is important to_understand (understand) what you can and cannot do.9．The children rushed out of the classroom，talking (talk) about something happily.10．With the rapid development of China，the number of foreigners learning (learn) Chinese is growing all the time.Ⅱ.阅读理解It seems that all my friends have been making the decision to put off their college education for a year, and I'm happy for them. But I'm not going to lie, When that call comes and they inform me of their decision to take a year off from college, the joy is bittersweet (甜中有苦的). I hear the excitement in my friends' voices and do my best to share their joy, but in those moments, I can't help envying them.I guess I'm a classic case of the broke college kid, and I am never like the gapyear college students.At this point, it has happened so many times that I'm really starting to wonder whether I have made the wrong decision by taking the road to higher learning.Maybe it's a crazy thing to say, but I want that special moment very much.I want everyone close to me to say “hooray！” after I make the difficult decision of putting off the student loan (贷款) debt so that I can travel across Europe for a year instead. I hope that everyone will be proud of me and the big smile of relief will appear on my face.However, I can't help but wonder: will my mom ever get the chance to plan a party while I make a decision to travel the world for a year? At the party, will my parents ever get the chance to smile at me with pride as I listen to their speech about how proud they are without a care in the world? I feel sorry for them. And after all these years, will I ever be the one not taking out private student loans to provide money for my expensive college education?It's depressing to think about, but I may never hear the government say, “You did a great job. Highfive.” I made the decision not to increase the already too high student loan debt of the country. But the people in the government only stay in their offices, completely unaware of the struggle of college students with student loans.【文章大意】本文是一篇议论文。
人教高中英语必修4Unit4Grammar(共15张PPT)
The children were making a snowman, with their hands red and cold.孩子们正在做雪人，双手冻得通红。(结 果状语)
The little boy ran along the street with nothing on.小男孩 沿街跑着，什么也没穿。(方式状语)
With everything well arranged, he left the office.一切都安排 妥当以后，他离开了办公室。(表示时间)
The woman was worrying with her ticket having been lost.这 位妇人正焦急，因为她的车票丢了。(表示原因)
With all these mouth to feed, he didn’t know what to do. With five minutes to go before the last train left, we
arrived at the station.
请学习以下例句(注意WITH结构的用法)
6. The young woman _____A__ a baby sleeping in her arms was wandering in the street.
A. with B.because C. on
D. like
7. Everyone should go to sleep with the light turned off.
A. help
B. to help
C. helping
2019-2020学年人教版英语必修四新素养同步讲义：Unit 4 Body language 4 Section Ⅳ Grammar Word版含答案
Section ⅣGrammar现在分词(短语)作状语1．(教材P26)I stood for a minute watching(watch) them and then went to greet them.2．(教材P26)Then Akira Nagata from Japan came in smiling(smile), together with George Cook from Canada.3．(教材P26)In the same way that people communicate with spoken language, they also express their feelings using(use) unspoken “language”through physical distance，actions or posture.4．Having smoked(smoke) too much, he has suffered from lung cancer.5．Hearing(hear) the news, they jumped for joy.现在分词(短语)作状语的用法现在分词(短语)在句中作状语来修饰谓语动词或整个句子，表示动作发生的时间、原因、条件、结果、方式、让步或伴随状况。
1．作时间状语(相当于一个时间状语从句)◆Walking in the park, she saw an old friend.＝When/While (she was) walking in the park, she saw an old friend.当她在公园里散步时，她看到了她的一个老朋友。
当表示正在进行的动作时，可直接在分词前面加上when或while，此时也可理解为状语从句的省略。
2．作原因状语(一般可转换成由as或because引导的原因状语从句)◆Being ill, he couldn’t go to school.＝As he was ill, he couldn’t go to school.因为生病了，他无法去上学。
人教高中英语必修4Unit4grammar(共61张PPT)
动词-ing形式作表语、定语和宾补
一、动词-ing形式作表语
动名词作表语表示抽象的、一般的行为，现在分 词作表语表示主语的特征、性质和状态。
我们最大的幸福是为人民服务。
Our greatest happiness is serving the people.（动名词） 我们的任务是建设社会主义。
Our task is building socialism. （动名词）
动词-ing 形式作宾语
S. + vt.+ doing 避免错过 (少) 延期 avoid, miss, delay / postpone 建议完成 (多) 练习 suggest / advise, finish, practise 喜欢想象禁不住 enjoy/appreciate, imagine/fancy, resist/can’t help 承认 否定 (与) 嫉妒 admit , deny, envy 逃脱 冒险 (莫) 原谅 escape, risk , pardon / excuse, forgive 忍受 保持 (不) 在意 stand , keep, mind
：
no use
no good
no fun
It’s + a shame
+ doing
a waste of time/money
useless
dangerous
hardly/scarcely worth
worthwhile
There is no + doing...
There is no use doing sth. There is no sense in dong sth.
I remembered to post the letter. 我要记住把信寄出去。（未寄） I remembered posting/having post the letter. 我记得把信寄出去。 （已寄）
人教高中英语必修4unit4grammar(共30张ppt)
原因
6.Loving Lijiang so much, we had to leave.
让步
7.Having another chance，I will go there again. 条件
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作状语(5points)
动词-ing形式作状语可表示_时__间_、_条_件__、
_原_因__、_结_果__、方式、让步或伴随等，其
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Hale Waihona Puke 145.他爸爸死了，这使得这个家庭更穷。
His father died, _m__a_k_i_n_g_t_h_e__fa_m__il_y__p_o_o_r_er_.
6.Though I know the danger, I still want to have a try .
= K__n_o_w_i_n_g__th_e__d_a_n_g_e_r, I still want to have a try .
3.如果你努力，你就会成功。 (1)._I_f_y_o_u__w_o_r_k__h__a_rd__, you will succeed. (2). _W__o_r_k_i_n_g_h_a_r_d_,__ you will succeed.
4.Knowing the way, he could go there easily. =_B_e_c_a__u_s_e_h__e_k_n__e_w__t_h_e__w_a_y_ , he could go there easily.
小试牛刀
(2points)
1.When I sat in the cable car, I felt excited and
scared.
人教必修四U4 Grammar(1)
巩固练习
Ⅰ.单句语法填空 1．Tony lent me the money，_h_o_p_i_n_g__ (hope) that I would do as much for him. 2．_S_t_a_n_d_in_g_(stand) in a long queue，we waited for the store to open to buy a new iPad. 3．He got up late and hurried to his office，__l_e_a_v_in_g_ (leave) the breakfast untouched. 4．G__a_th_e_r_in_g_ (gather) around the fire，the tourists danced with the local people.
高中英语必修四
Unit 4 Body language
Grammar（1）
新知讲解
动词ing形式作状语
情景导入
动词ing
阅读下列句子，体会蓝体部分的用法
1．...I saw several young people enter the waiting area looking around curiously. 2．I stood for a minute watching them and then went to greet them. 3．She stepped back appearing surprised...
新知讲解
非谓语
动词ing形式作状语
2．作原因状语，相当于原因状语从句 Being too young，he couldn't join the army. ＝Because he was too young，he couldn't join the army. 因为年轻，他不能参军。
人教高中英语必修4Unit4Grammar(共15张PPT)
现在分词做状语
现在分词在语法功能上相当于动词、形容词 和副词。现在分词通常和逻辑主语之间存在 主动关系。但要注意它地各种形式变化：
主动形式
一般式 V-ing 完成式 having V-ed
被动形式 being V-ed having been V-ed
E.g. Hearing the bell, the students began to enter the classroom. 听见铃声，学生们开 始走进教室。（听见和进入两个动作同时 发生）
(=As he was ill, he didn’t go to school.) 既然你是一个学生，你就应该努力学习。 Being a student, you should study hard.
(=Since you are a student, you should study hard.）
5.__A____ his telephone number, she had some difficulty getting in touch with Bill.(上海91年题)
A. Not knowing
B. knowing not
C. Not having known D. Having not known
The man speaking to the teacher is our monitor's father. 正与老师谈话的那个人是我们班长的父亲。
现在分词作定语相当于一个定语从句的句法 ，如：in the following years也可用in the
years that followed; the man speaking to the teacher可改为the man who is speaking to the
人教版高中英语必修四Unit4grammar
常接动词不定式作宾语的动词有： agree, afford, appear, ask, attempt, care, choose, claim, dare, decide, demand, deserve, determine, expect, fail, get, hate, hesitate, hope, hurry, intend, learn, manage, offer, plan, prepare, pretend, promise, refuse, seem, tend, threaten, want, wish。
object
3. My plan is to fly across the Atlantic
Ocean.
predicative
4. I wear wings to fly like a bird. adverbial
5. We have a lot of food and medicine to
fly to the area.
2. Mother made John wash the car for a week. John was made to wash the car for a week.
不定式做宾补时不带to的情况
1不定式在感官动词(feel, hear, listen to, watch, look at, notice, observe)后；
She seemed to be tired. You are to clean up the office.
※ 当主语有do时，表语的不定式符号to 可以 省略。 e.g The first thing she did was go to her teacher and say “ thanks”. All you have to do is (to) finish the job quickly.
人教高中英语必修4unit4grammar (共26张ppt)
5
Prof. Du sat on the sofa and read a report .
Prof. Du sat on the sofa,
__re_a_d_i_n_g__ (read) a report at home.
V-ing作伴随状语
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Practice
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Take my breath away
Watching every motion in my foolish lover's game， On this endless ocean finally lovers know no shame Turning and returning to some secret place inside Watching in slow motion as you turn around and say: take my breath away，take my breath away
7
__C_l_o_s_in_g_____(close) his eyes, Prof. Du used his power.
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Because he saw Miss Qiao dancing crazily, he was deeply shocked.
_S_e_e_in_g___ (see)Miss Qian dancing crazily,
He ran really fast, _w_in_n_i_n_g_ (win) the firstV-pinrg作iz结e果.状语
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Practice
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人教版高中英语必修一Unit4 Grammar名师教学设计
帮助学生了解定语从句的概念和运用。
部分学生能找出文中的定语从句。
学生能够通过听老师的讲解，内化知识并完成练习，来理解定语从句。
DELC6
3
深度加工知识
Step 3
Unit4Grammar名师教学设计
教材版本：人教版册数：必修一单元：4课型：grammar
教材分析
这是一篇记叙文，用第三人称的形式讲述了1976年唐山大地震。文章从地震发生前的征兆、地震发生中的震撼和地震发生后的救援工作三个方面，对地震发生的全部过程进行了细致的描写，在行文中体现了作者对地震这一灾害所造成的危害的震惊和对唐山人民的同情。
1.通过英语谚语导入话题，激发学生的学习兴趣，让学生能为他们所用。
2.隐形介绍定语从句的应用，为接下来的学习做好准备。
通过谚语巧妙引入定语从句，且有一定德育的作用。
DELC5
2
获取新知识
Step2
basic information(16mins)
1.T: asks them to find out more attributive clauses in the text.
Difficult point:
The usage of the words that, which, who and whose.
建议教法
student-centered method
教学流程
（详见相应教学设计）
教学评价
通过思维导图，让学生回顾并进行自我评价，是否已经了解了定语从句的概念和应用。
【本课时教学设计】
S: learn the proverbs.
T: Today I’d like to introduce some proverbs to you before our class begins.
人教高中英语必修4Unit4Grammar(共16张PPT)
It is /was +被强调部分+that (who/whom) +其他成分
强调句型 (sentence pattern)
1. 构成 (structure)
强调人
It is /was +被强调部分+that (who/whom) +其他成分
Tom: Wow , unbelievable ! When did you come across her ?
Li Hua: 1.__It__2. __w__a_s yesterday that 3.___I _4. __c_am__e_ 5.__a_c_ro_s_s 6.__h_e_r_. Tom: I can not believe it! 7. _W__h_e_r_e was it that you came across her yesterday? Li Hua: It 8.__w__a_s_ in the park 9.__th_a_t__ I came across her. Tom:10. _W__a_s_ 11.___it_in Shengjihu park 12. _t_h_a_t you came across her? Li Hua: No, 13.___it_14. _w__a_s in Haitanghu park15. _t_h_a_t_ I
met her .
Tom: How lucky you are !
Exercise2: Write down sentences as required .(按要求写句子）
1. 因为他处境困难玛丽才尽力帮助他。（翻译）
Mary tried to help him because he was in trouble. 2.（陈述句）强调状语: It was because he was in trouble that Mary tried to help him. 3.（一般疑问句）强调主语： Was it Mary that（who） tried to help him because he was in trouble? 4.（特殊疑问句）对状语提问： Why was it that Mary tried to help him?只能 是单数来自强调除谓语以外 的句子成分
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Section_ⅣGrammar_&_Writing动词ing形式作状语一、动词ing形式作状语的用法动词ing作状语时，可以表示时间、原因、结果、条件、方式或伴随动作。
通常可转化成与之相对应的状语从句。
1．作时间状语Walking in the park, she saw an old friend.＝When/While (she was) walking in the park, she saw an old friend.在公园里散步时，她看到了她的一位老朋友。
Having finished the work, he went to see his teacher.＝After he had finished the work, he went to see his teacher.完成这项工作后，他去看望他的老师。
[考题印证]1①(福建高考改编) Having_spent (spend) the past year as an exchange student in Hong Kong, Linda appears more mature than those of her age.②(陕西高考改编) Standing (stand) in a long queue, we waited for the store to open to buy a new iPad.2．作原因状语Being too young, he couldn't join the army.＝ As he was too young, he couldn't join the army.因为年幼，他不能参军。
Not knowing how to get there, I had to ask the way.＝As I did not know how to get there, I had to ask the way.因为不知道如何到那里，我只得问路。
[考题印证]2①(江西高考改编) Having_spent (spend) nearly all our money, we couldn't afford to stay at a hotel.②(北京高考改编) Finding (find) the course very difficult, she decided to move to a lower level.3．作条件状语Working hard, you'll make great progress.＝ If you work hard, you'll make great progress.如果你努力工作，你将取得重大进步。
4．作结果状语His parents died, leaving him an orphan.＝ His parents died and left him an orphan.他的父母死了，他成了一个孤儿。
The snow lasted a week, resulting in a serious traffic confusion in the whole area.＝The snow lasted a week, and resulted in a serious traffic confusion in the whole area.大雪持续了一周，结果造成了整个地区严重的交通混乱。
[点津] 动词ing形式与不定式均可作结果状语，区别是：动词ing形式表示顺其自然、意料之中的结果，而不定式则表示不愿看到的、出人意料的结果。
[考题印证]3①(天津高考改编) He got up late and hurried to his office, leaving (leave) the breakfast untouched.②(四川高考改编) Tom took a taxi to the airport, only to_find (find) his plane high up in the sky.5．作方式状语或伴随状语He came running back to tell me the news.他跑回来告诉我这个消息。
I stood by the door, not daring to say a word.＝ I stood by the door, and didn't dare to say a word.我站在门旁，一句话也不敢说。
[考题印证]4①(湖南高考改编)There is no greater pleasure than lying on my back in the middle of the grassland, staring (stare) at the night sky.②(重庆高考改编)When I was little, my mother used to sit by my bed, telling (tell) me stories till I fell asleep.二、动词ing形式的时态和语态1．动词ing形式的时态如果动词ing形式表示的动作与谓语动词的动作同时发生，用其一般式(doing)；如果先于谓语动词的动作发生，用其完成式(having done)。
Seeing nobody at home, he decided to leave them a note.由于看见家里没人，他决定给他们留一张便条。
Having worked for three hours [＝After he (had) worked for three hours], he took a rest.工作了三个小时之后，他休息了一下。
(having worked 作状语，表示时间，work 动作发生在 take a rest 动作之前)[考题印证]5(江苏高考改编)Lionel Messi having_set (set) the record for the most goals in a calendar year, is considered the most talented football player in Europe.2．动词ing形式的语态使用现在分词的主动式还是被动式，主要取决于现在分词和句子主语之间的关系。
句子的主语就是分词的逻辑主语。
Having been shown around the factory, they were very happy.(现在分词的被动式) 被领着参观了工厂后，他们很高兴。
Having finished his homework, he went to bed.(现在分词的主动式)完成作业后，他上床睡觉了。
三、动词ing 形式的否定式：not ＋v.ing; not having ＋v．ed; not having been ＋v.edNot knowing this, he didn't come.他不知道这件事，所以没来。
Not having made full preparations, we put off the sports meeting.因为没有做好充分的准备，我们把运动会延期了。
[考题印证]6(四川高考改编) Not knowing (know) which university to attend, the girl asked her teacher for advice.四、动词i ng形式作状语需注意的问题1．逻辑主语动词ing作状语，其逻辑主语通常是句子的主语，它们之间是一种逻辑上的主动关系。
Hearing the bad news, she didn't know what to do.(hearing的逻辑主语是句子的主语she)听到这个坏消息，她不知道如何是好。
2．独立主格动词ing作状语，有时它也可以有自己独立的主语，这种结构称为独立主格结构，通常用来表示伴随的动作或情况，也可以表示时间、原因或条件。
The rain having stopped, we went on marching.雨过之后，我们继续前进。
[考题印证]7(江苏高考改编)The lecture having_been_given (give), a lively questionandanswer session followed.3．悬垂分词有些现在分词作状语，在句中没有逻辑上的主语而独立存在，用来修饰主句，表明说话者的态度、观点等，被称为评论性状语或悬垂分词。
常见的有generally/strictly/frankly speaking, judging from, considering, supposing, providing等。
Generally speaking, girls are more interested in literature than boys.一般说来，女孩子比男孩子更喜欢文学。
Judging from his accent, he must be from the south.从他的口音判断，他一定来自南方。
Ⅰ.用所给动词的适当形式填空1．Knowing (know) English well, he translated the article without much difficulty.2．The children rushed out of the classroom, laughing (laugh) and talking merrily.3．Having_lived (live) in China for many years, he can speak Chinese fluently.4．Not knowing (know) his address, I had to search for the information on the computer.5．He often carefully watched the doctors in the operating (operate) room.6．Standing (stand) on the top of the mountain, I could see the whole city.7．Caught/Having_been_caught (catch) in the rain, he was wet all over.8．Tasting (taste) delicious, this kind of pears was soon sold out.Ⅱ.句型转换(每空一词)1．When she turned around, she saw a car driving up.→Turning around,_she saw a car driving up.2．John watched curiously, and thought that the woman seemed a little crazy.→John watched curiously, thinking that the woman seemed a little crazy.3．As he was ill, he couldn't attend the meeting.→Being ill,_he couldn't attend the meeting.4．Because she had been bitten by a snake, she was frightened of it.→Having been bitten by a snake,_she was frightened of it.5．As John was away, Tom had to do the work.→John being away,_Tom had to do the work.6．As it is Sunday, we needn't go to school.→It being Sunday,_we needn't go to school.7．Because he didn't know what to do, he came to her for help.→Not knowing what to do,_he came to her for help.8．As she hadn't received his reply, she rang him up again.→Not having received his reply,_she rang him up again.关注信假设你是李华，你所在城市的交通拥挤问题日趋严重，交通事故时有发生，特别是在上下班高峰时段。