高中英语人教版选修8Unit4PygmalionGrammar教案(系列二)
高中英语 Unit4 Pygmalion 第2课时导学案 新人教版选修8
高中英语 Unit4 Pygmalion 第2课时导学案新人教版选修8Unit4 Pygmalion第2课时导学案新人教版选修8【学习目标】1、To know the meanings and usages of the new words and phrases2、To use these words and phrases correctly in different situations、【学习内容】1、generally speaking 一般来说（仅说明说话人的看法，在句中用作插入语）in general 总体来说 strictly speaking严格来说personally speaking就个人来说 frankly speaking坦白地说[即学即练1]________, the more expensive the camera, the better its quality、A、 Frankly speakingB、 To sum upC、 Generally speakingD、 to be frank2、superior adj、优秀的；优等的；较高的；上级的n、上级，长官be superior to sb、/sth、在品质、级别、重要性上更好或更高be inferior to 低于be senior to 比……年长(资深)be junior to 比……年轻(资浅)[即学即练2] (1)Show respect for _________ _______、对我们的上级要尊敬。
(2)His knowledge of French literature ____________ _____________________ mine、他在法国文学方面比我强。
(3)They_________ _________ _________number ______ us、他们在数量上超过我们。
高中英语人教版选修8学案Unit4Pygmalion新学案第2课时
Step one 探索新知Listen to the tape of the text and underline the new words in the text;Learn the new words and phrases after the teacher . Ask for help if necessary. Step two新知应用1. pass...off as 冒充pass off 逐渐消失;不理会;顺利pass by从旁边经过;不理会pass...on to把……传递给pass down/on把……传给后世pass out昏倒,失去知觉pass away去世pass through通过,穿过【词语运用】选用上述词组完成句子。
(1)The house came to him when his parents __________.(2)I happened to _____________,so I dropped in.(3)The road was so crowded that the car could not ___________.(4)He ___________his secretary ____________his wife.(5)The gold watch _____________to him from his father，s father.(6)She _____________at the sight of a snake on her bed.2. 【词语拓展】make one s acquaintance结识某人make the acquaintance of sb.结识某人have some/an acquaintance with 对……有了解acquaint sb.with 使某人了解have no acquaintance with 不熟悉,不了解acquaint oneself with=be familiar with 对……熟悉pick acquaintance with 偶然结识［认识］strike up an acquaintance with sb.偶然认识某人3. in terms of 就……来说；从……角度，用……的字眼In terms of natural resources, Shanxi is one of the richest provinces in China.从自然资源来看，陕西省是中国资源最富有的省份之一。
人教版高中英语选修8《Unit4Pygmalion》教案
人教版高中英语选修8《Unit4Pygmalion》教案人教版高中英语选修8《Unit 4 Pygmalion》教案单元要点预览(旨在让同学整体了解本单元要点)词汇部分词语辨析 1. adapt / adopt 2. ignore / neglect / overlook3. luck / fortune / destiny / fate词形变化 1. comfort n. 舒适;安慰 vt.使舒适;安慰，慰问 comfortable adj.舒服的uncomfortable adj.不舒服的，不自在的comfortably adv.舒适地uncomfortably adv.不舒服地;难受地2. classify vt. 把……分类，把……分级 classification n.分类，分级;类别，级别3. betray vt. 出卖;背叛 betrayal n.[u]出卖，辜负，暴露 betrayer n. 出卖者4. superior adj.上级的，较高的 n.上级，长官 superiority n.优越(性) ，优等5. trouble n. 麻烦，困难vt.麻烦 vi.费力 troublesome adj. 令人烦恼的，麻烦的6. pronounce vt.发音;宣布 pronunciation n.发音重点单词 1. adaptation n.[c] 改编2. hesitate vi. 犹豫，踌躇，不愿3. mistaken adj. 犯错的，错误的4. condemn vt. 判刑，谴责，宣告……不适用5. acquaintance n.[u]相识;熟悉 n.[c]熟人6. fortune n.[u]命运;运气;机会 [c]财产，财富重点词组 1. pass sb. off as... 把某人改变或冒充成……2. a handful of 一把;一小撮，少数，少量3. in amazement 惊讶地4. in terms of... 以……的观点;就……而说5. show... in 带或领……进来重点句型1. Generally speaking, people are more polite to those whom they think are of higher social class.2. Henry Higgins and Colonel Pickering are sitting deep in conversation.重点语法分词作状语(见语法部分)语言要点(模块)Ⅰ.词语辨析 (旨在提供完形填空所需材料)1. adapt / adopt【解释】adapt v. 使…适应，改编This novel has been adapted for radio from the Russian original. 这部小说已由俄文原著改编成无线电广播节目。
高二英语人教版选修8教案：Unit4PygmalionPeriod2 Word版含解析
Unit 4PygmalionPeriod 2Language Study整体设计教学内容分析The emphasis of this period will be placed on the important new words，phrases and sentence patterns in Warming Up，Pre-reading，Reading，Comprehending and Discovering useful words and expressions in Learning about Language.There are altogether 53 new words and phrases in these five parts.14 of them are marked with triangles，which shows that the students needn't learn them by heart.It is enough to recognize them when meeting them while reading the passage.The other 39 should all be remembered，among which the following words and expressions are even more important：mistaken，pass...off as...，generally speaking，superior，rob，hesitate，betray，classify，remark，condemn，acquaintance，in terms of.They are all very useful and important.So are the sentence patterns “Professor Higgins（H）：an expert in phonetics，convinced_that the quality of a person's English decides his/her position in society.” “What if I was？” “But，sir，（proudly）once_educated to speak properly，that girl could pass herself off in three months as a duchess at an ambassador's garden party.” “But they betray themselves every_time they open their mouths.”三维目标设计Knowledge and skills1．To get the students to learn to use the following important new words and phrases freely：mistaken，pass...off as...，generally speaking，superior，rob，hesitate，betray，classify，remark，condemn，acquaintance，in terms of.2．To get the students to understand and use the following important and useful sentence patterns：（1）Professor Higgins（H）：an expert in phonetics，convinced_that the quality of a person's English decides his/her position in society.（2）What if I was?（3）But，sir，（proudly）once_educated to speak properly，that girl could pass herself off in three months as a duchess at an ambassador's garden party.（4）But they betray themselves every_time they open their mouths.Process and methods1．To help the students understand the meanings of the above useful new words and expressions in the context，and then give some explanations about them，and at last offer some exercises to make students master their usages.2．To ask the students to make their own sentences by imitating the above sentence patterns.3．At the end of the class，make students do more exercises for consolidation.In doing so，they can learn，grasp and use these important language points well.Emotion，attitude and value1．To stimulate students' interest in learning English.2．To develop students' sense of cooperation and teamwork.教学重点、难点1．Important new words and expressions：hesitate，betray，classify，remark，condemn，acquaintance，in terms of2．Important and useful sentence patterns：（1）Omission in the attributive clause，the main clause and the adverbial clause.（2）“Every time” is used to introduce an adverbial clause.3．Some difficult and long sentences in the text.教学过程Step 1Revision1．Check the homework exercises.2．Ask some students to tell something about the characters of the play.Step 2Reading and findingGet students to read through Warming Up，Pre-reading，Reading，Comprehending and Discovering useful words and expressions in Learning about Language to underline all the new words and useful expressions or collocations in these parts.Read them aloud and copy them down in the exercise book.Step 3Exercises for useful words and expressions1．Turn to Page 32.Go through Exercise 2 in Discovering useful words and expressions with students and make sure they know what to do.2．Ask them to finish the exercises within several minutes.First do them individually，and then discuss and check them with their partners.3．Check the answers with the whole class and explain the problems they might meet where necessary.Step 4Vocabulary studyⅠ．简单知识扫描（A级）1．mistaken（P29）【原句再现】There you are and you were born in Lisson Grove if I'm not mistaken.你呀，如果我没弄错的话，你出生于里森格罗佛。
【教学】高中英语Unit4Pygmalion阅读2教案新人教版选修8
【关键字】教学云南省陇川县第一中学高中英语《Unit 4 Pygmalion》阅读2教案新人教版选修8Teaching goals教学目标1. Target language 目标语言a. 重点词汇和短语pronounce, distinct, nail, compromise, horrible, bathtub, sob, disgusting, overlook, alphabet, fade, classic, effective, show...in, the other day, take away, in need of, fade outb. 重点句子I’m not asking any favours — and he treats me like dirt.I’d never have come if I’d known about this disgusting thing you want to do to me, I...What’s to become of me?2. Ability goals 能力目标Enable the students to talk about the play Making the bet.3. Learning ability goals 学能目标Help the students learn how to talk about the play Making the bet.Teaching important & difficult points 教学重难点How to talk about the play Making the bet.Teaching methods 教学方法Individual work and discussion.Teaching aids 教学准备A recorder and a projector.Teaching procedures & ways 教学过程与方式StepⅠRevisionCheck the homework.Ask the students to review Act One: Fateful meetings.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 Ⅱ ReadingHave the students read the play carefully and then answer the following questions.After a few minutes.T: Now answer my questions. First: Do you think Eliza is very ambitious?S1: Yes, I think so. Because she still likes to learn even if Higgins treats her rudely.T: Why did Pickering fancy himself?S2: Because he can pronounce twenty-four distinct vowel sounds.T: What habits did Eliza have?S3: She has never had a bath in her life; not over her whole body.T: What do you think Higgins would have to do to change Eliza into a lady? S4: In order to have Eliza make a big change, Higgins has to teach her the alphabet.T: How do you think Colonel Pickering?S5: I think Pickering is very kind and well-educated.T: Why does Eliza collect Henry’s slippers for him although she is not a servant? S6: Although Eliza is not a servant, from her deep heart, she looks down upon herself, and think she is in the lower class. But Henry is in the higher class. So I think she collects his slippers willingly.T: Why does she throw the shoes at him?S7: Because Henry looks down upon her, which deeply hurts her. She is very angry. T: Why does Henry think he wins the bet?S8: Because he thinks it is he who makes Eliza attractive in the party.T: Why does Eliza get upset when Henry does not congratulate her?S9: Because in Eliza’s opinion, it is she that tries her best to make other people attracted to her.T: Why does Henry get upset when he hears Eliza will marry Freddy?S10: In fact, he loves Eliza, I think.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.Step ⅢHomeworkT: In Act Two, Scene 1, Eliza went to Higgins’ house for help while Colonel Pickering was there. Higgins decided to begin his experiment. He first wanted her to take a bath and then discussed with Pickering about how to teach the girl. Today’s homework:1. Read the play once again.2. Pre-listen to the recording for Listening and speaking part.此文档是由网络收集并进行重新排版整理.word可编辑版本！。
人教版选修8unit4PygmalionP2教学设计
Unit 4 PYGMALIONPart 1 Teaching Design第一部分教课方案Period 2 A sample lesson plan for Learning about Language(Revise the Past Participle as the Adverbial) IntroductionIn this period students will be first helped by the teacher to discover and learn to use some useful words and collocations|| ， and then to discover and revise the past participle as the adverbial. The following steps of teaching may be taken: Warming up by looking for the Past Participle as the Adverbial|| ， Learning about the past participles used as the adverbials|| ，Correcting and completing|| ， Closing down by putting on a short play.ObjectivesTo help students revise the Past Participle as the AdverbialTo help students discover and learn to use some useful words and collocationsTo help students discover and learn to use some useful structuresProcedures1. Warming up by looking for the Past Participle as the AdverbialHi|| ， class. Let’s go over the play Fateful Meetings to look for examples of the Past Participle as the Adverbial.＊Professor Higgins|| ， an expert in phonetics||，convinced that the quality of a person ’s English decides his her position in society ．＊( surprised ) For a pound? I'm afraid I've got nothing less.＊(disappointed at the outcome but thinks it is better than nothing) Thank'ou|| ， sir (sees a man/ taking notes/ and gets worried) Hey ！＊(still worried ) Then/ why did 'ou take down my words/ for?2. Learning about the past participles used as the adverbialsThe past participles are sometimes used as the adverbials. Look at the following examples:＊We went home exhausted (疲倦地 ). (逻辑主语 we||，过去分词 exhausted)＊Encouraged by my teacher||， I decided to work hard. ( 逻辑主语I||，过去分词encouraged)＊Granted that he has enough money to buy the house||， it doesn't mean he's going to do so.＊Told by the teacher||， she knew she was wrong. ( 分词 told用过去式分词表示被动)＊Now you are going to read the text for more examples of the past participles used as the adverbials.3. Correcting and completingNow you shall go on to do exercises 2 and 3 on page 33.First you are to read the 5 sentences and correct any mistakes in them. Check with a partner.Then read the uncompleted passage and complete it with suitable words||，in the form of either the present or past participle.4. Closing down by putting on a short playTo end this period we are going to put on a short play.Hamlet and the Heckler (a very short play)Hamlet: To be or not to be...Heckler: I knew it. I knew he was going to say that.Hamlet: that is the question...Heckler: He's going to say the rest of it|| ， too.Hamlet (to Heckler): Excuse me|| ， do you mind?Heckler: I didn't know he was going to say THA T.Hamlet: I'm just trying do my job here.Heckler:Yeah||， but do you have to do it the same way every time?Hamlet: Well||， this IS Shakespeare you know.Heckler: Ooooo||， Shakespeare. Why don't you do Shakespeare with modern language? Hamlet: Shakespeare wrote it perfect the way it is. We can't change it.Heckler:Why not? Just change "To be or not to be..." into whatever the hell it means. [pause] Bythe way||， what does it mean?Hamlet: Well|| ， he's considering suicide. He's considering which might be better||，living or dying||， being or not being. Changing it would sound stupid||， wouldn't it? It wouldn't be memorable.Heckler: But the audience would understand it|| ， for a change.Hamlet: But people do understand Shakespeare||， at least most of it. And they figure out the rest from the context.Heckler: I'll bet the audience didn't know what "To be or not to be" means from the context. Hamlet:Then how would you say it?Heckler: How should I know? I'm just a heckler.Hamlet: Then why don't you just shut the hell up?Heckler: Not bad||， was that Shakespeare?[curtain]。
高中英语 Unit 4 Pygmalion英美文化欣赏(教师用书)教案 新人教版选修8-新人教版高二
Unit 4 Pygmalion[导读] 《窈窕淑女》是一部酷似灰姑娘的喜剧，萧伯纳用风趣和幽默的手法，对资产阶级虚伪性进行揭露和辛辣讽刺。
该剧被布鲁克斯称为“本世纪最优秀之音乐歌舞剧〞，曾经荣获托尼奖，被纽约戏剧评论界和外部评论界评为1956年最正确歌舞剧。
在纽约和伦敦，此剧上座率居高不下，胜过同期上演的任何一出百老汇戏剧。
TESTING ELIZAH＝Higgins CP＝Colonel PickeringE＝Eliza MH＝Mrs HigginsM＝Maid C＝Clara F＝Freddy N＝NarratorN：Eliza's first test is a tea party at Henry's mother's house.H：Well，hello，mother！This is Colonel Pickering，and this is Eliza.CP：Good afternoon，Mrs Higgins.E：(slowlyandcarefully) Good afternoon，Mrs Higgins.MH：(toboth) Good afternoon.(murmurs) Now Henry，how is your experiment ing along?H：Well，mother well.M：(announcesloudly) Here is Mr and Miss Hill!MH：Good afternoon，Freddy and Clara.It's so good of you to e.Let me introduce you to Miss Eliza Doolittle，my son Henry，and his friend Colonel Pickering.F：How do you do？(shakeshandswitheveryone)H：Delighted I'm sure.N：Eliza talks to Clara and Freddy while the others listen.E：(verycarefully)How do you do，Mr Hill and Miss Hill?C：Good afternoon.May I call you Eliza and do please call me Clara.How pretty you look!F：Yes，indeed.May I sit next to you，Eliza?E：Oh yes.Please do.F：Now，will it rain，do you think?E：There are indications that the rain to the west of these islands is likely to move to the east.F：Oh，how funny!E：(crossly) What's wrong with that，young man？I bet I got it right.C：I hope it won't turn cold though.There's so much flu about.E：My aunt died of flu，so they said.But I believe they done the old woman in.C：Done her in？Please what does that mean，Mr Higgins?H：Oh，that's the new small talk.To do a person in means to kill them.E：(continuing)Yes，why should she die of influenza？She recovered from diphtheria the year before.I believe they done her in.C：(turningtoEliza) Do you mean that?E：(gettingenthusiastic)Yes，I do! What became of her new straw hat that she promised to me？Somebody stole it，and what I say is：the person who stole it，done her in.Her family would have killed her for a hatpin，let alone a hat!F：(can'thelplaughing) I like the new small talk.E：(angrily) If that was right，why were you laughing？Have I said anything I oughtn't，Mrs Higgins?MH：Not at all.E：Well，what I say is．．．H：(lookingathiswatch)Ahem!E：(takingthehintandrising)Well，I must go.So pleased to have met you.Goodbye.MH：Goodbye.F：May I walk you home?E：Walk？Not likely！I'm going in a taxi！(exits)(FreddyandClaraalsorise) C：It's time for us to leave.Thank you，Mrs Higgins.MH：It's been my pleasure.See you next week then？(exittheHills)H：Now，mother，do you think she is ready for the ambassador's garden party?MH：You silly boy.Of course not.She looks all right，of course.But she gives herself away with every sentence she speaks!H：Never mind about that！Pickering and I will just have to work a little harder.Do you think，Pickering，we should take her to the theatre?CP：Yes，what a good idea！But do you think she'll．．．(fadeoutastheyleavethehouse)测试伊莱扎旁白：伊莱扎的第一次测试是在亨利的母亲家里举办的茶会。
人教课标版高中英语选修8 Unit4_语言点名师教学设计
Unit4 语言点名师教学设计Book 8 Unit4: Pygmalion【教材版本与册数】人教版选修8【单元名称】Unit4 Pygmalion【课时】第2课时【课型】language points（知识点）Section 2语言知识点课框架单1/ 52/ 5【本课时教学设计】3/ 5DELC 2获取新知识Step2Pre-Reading（读前）(6 mins)1. Teacher asks students a moral question and guide thestudents to skim the text and discuss with students what thevalue of such a website would be.（3 mins）T: Is it right for some members of society to get extra helpbecause they have a disability?S: (Group discussion and give answers)T: “Family Village” is a website offering the disabled acommunication opportunity in the Internet. Do you think itbeneficial to the disabled people?2. Teacher asks the Ss to predict the content of the text byinferring from the title and picture.（3mins）T: Please glance at the title and picture. Can you guess whatkind of information would be included in disabled students’story?(make a list on the board of possible topics)S: Make predictions.1.关于残疾人是否应该得到更多的帮助这个话题的讨论为引入阅读文本的背景知识进行铺垫: 让学生更加了解这个网站的存在意义和价值。
高中英语人教版选修8《Unit 4 Pygmalion》导学案(2) .doc
高二英语导学案 Unit 4 Pygmalion 2015-4-11一课前自主导学（观察下列从Reading中选取的句子，体会过去分词作状语的用法。
）①Now once taught by me， she'd become an upper class lady...②... once educated to speak properly，that girl could pass herself off in three months as a duchess at an ambassador's garden party.[自我总结]以上句子中画线部分均为作。
①②句中过去分词的逻辑主语为句子的she和that girl。
二语法精讲——过去分词作状语(一)、过去分词作状语时的功能及位置1．过去分词作状语，修饰谓语动词，进一步说明谓语动词的动作和状态，即动作发生时的背景或状况，其逻辑主语通常就是句子的主语，且主语是过去分词动作的承受者；过去分词与主语之间为动宾关系。
[误]Seen from the mountain，we found the building is very small.[正]Seen from the mountain，the building is very small.[误]Written carelessly，he made a serious mistake in the letter.[正]Written carelessly，the letter had a serious mistake.2．过去分词短语作条件、原因及时间状语时，通常放在句首；作伴随、结果状语时，通常放在句末；作方式状语时，一般放在句末，有时也放在句首；作让步状语时，一般放在句首，有时也放在句末。
Given more time，he can do it better.如果他被给予更多的时间，他就能把它做得更好。
高中英语 Unit 4 Pygmalion Part II Reading学案新人教版选修8
高中英语 Unit 4 Pygmalion Part II Reading学案新人教版选修8Part II Reading一、[学习目标]1、熟悉窈窕淑女这一戏剧的情节与主题；3、掌握文中重点词汇和重难点句。
二、[自主预习]Step1: Warming upWhat signs are there in China that indicate one’s status?Step2: Scanning1、What are the main characters of this act?2、 What do they do respectively(分别地)？3、 What are they doing at the beginning of the play?Step3、 Careful reading Read the text and answer the following questions、1、Eliza greeted to the gentleman in order to_______、A、 talk with himB、 ask him to buy some flowers from herC、 ask him to teach herD、 beg some money from him2、 Why did Claire buy the items from the shop?A、 she thought Professor Higgins would arrest herB、the gentleman didn’t give her some moneyC、 Pickering beat and scolded herD、 there was no reason3、 Professor Higgins believed that he could judge a person by _______、A、 his appearanceB、 his actionC、 his conversationD、 his manners4、 From the text , we can infer that Professor Higgins is a man described below EXCEPT _______、A、 h e doesn’t care about moneyB、 he is an expert in phoneticsC、 he is proudD、 he is greedy5、 Colonel Pickering had been living in _____ and studied ______、A、 Africa; African dialectsB、 Asia; Asian dialectsC、 Britain; British dialectsD、 India; Indian dialects6、 According to the passage, we can learn that Eliza __________、A、 wants to help Higgins with his researchB、 hopes to make friends with HigginsC、 hopes to sell lots of flowers each dayD、 wishes to make her life betterStep4、 DiscussionChoose adjectives to describe each character in the play、impatient kind polite confident anxious eager rude enthusiastic unsure generous ambitious superior emotional self-importantElizaDoolittle:______________________________________________________________Higgins:_________________________________________________________ __________Colonel Pickering:_________________________________________________________ __三、[基础知识]I、重点词组和短语（仔细阅读课文，你会发现他们的哟！）1、立志做某事__________________________2、确信，相信_____________________3、为某人安排任务______________________4、倾盆大雨_______________________5、朝四面八方__________________________6、躲雨___________________________7、对、、、有用_____________________________8、对于结果失望________________________9、认为，误以为某人是___________________10、便衣警察___________________________11、写下，记下__________________________12、无意中露出本性_____________________13、使…注定… ________________________14、冒充_______________________________15、与你相见，相识______________________16、少数不多，一点_____________________17、惊讶地 ____________________________II、重点句子1、【教材原句】Professor Higgins is an expert in phonetics, convinced that the quality of a person’s English decides his/her position in society、【结构归纳】以上斜体划横线部分为_____________作_______________、是由系表结构_________________________而来，是表状态，不是表被动。
高中英语人教版选修8教案Unit 4 Pygmalion 单元教案
Unit 4 PygmalionⅠ. 单元教学目标技能目标Skill Goals▲Listen to and talk about the story Pygmalion▲Read and act out a play about recognizing a person’s position in society ▲Use the past participle as the adverbial▲Write a review of the playⅡ. 目标语言功能句式推测（conjecture）I wonder whether...Is it possible that...?Do you know if...?Do you really think that’s true?Why do you think so?I think it’s because...What do you think of this idea?Why do you think Higgins felt like that?Mrs Pearce would comfort / encourage her by ..词汇1．四会词汇adaptation, classify, caption, plot, professor, whistle, garment, woolen, hesitate, uncomfortable, troublesome, wallet, outcome, thief, handkerchief, mistake, brilliant, remark, betray, upper, extraordinary, condemn, properly, ambassador, acquaintance, handful, fortune, authentic, status, superior, rob, antique, musical, stocking, cookie, teapot, cream, nail, wax, disk, shabby, referee, compromise, horrible, laundry, bathtub, sob, waist, vest, disgusting, overlook, alphabet, fade2．认读词汇phonetics, colonel, fateful, duchess, gutter, vowel, curtsy ( also curtsey ), shilling, heartily, distinct3．词组pass... off as, make one’s acquaintance, in amazement, in terms of, generally speaking, show... in, the other day, take away, once more, in need of, fade out结构The past participle as the adverbial重点句子1. An expert in phonetics, convinced that the quality of a person’s English decides his / her position in society. P282. There you are and you were born in Lisson Grove if I’m not mistaken. P293. But, sir, (proudly) once educated to speak properly, that girl could pass herself off in three months as a duchess at an ambassador’s garden party. P304. This is the age of the newly rich. People begin their working life in apoor neighbourhood of London with 80 pounds a year and end in a richone with 100 thousand. P295. The English that will condemn her to the gutter to the end of herdays. P306. Perhaps I could even find her a place as a lady’s maid or a shopassistant, which requires better English. P307. What other things show one’s status in society apart from how onespeaks? P318. I’m not asking any favours — and he treats me like dirt. P349. I’d never have come if I’d known about this disgusti ng thing youwant to do to me, I... P3410. What’s to become of me? P74Ⅲ. 教材分析和教材重组1. 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。
【教案】高中英语Unit4Pygmalion说教案新人教版选修8
【关键字】教案云南省陇川县第一中学高中英语《Unit 4 Pygmalion》说教案新人教版选修8Teaching goals教学目标1. Target language 目标语言重点词汇adaptation, plot, professor, Pygmalion2. Ability goals 能力目标Enable the students to talk about the Greek story Pygmalion.3. Learning ability goals 学能目标Help the students learn how to talk about the Greek story Pygmalion.Teaching important points 教学重点Help the students learn how to retell the story.Teaching difficult points 教学难点Help the students know the similarities and differences between the story and the play Pygmalion.Teaching methods 教学方法Discussion.Teaching aids 教学准备A recorder, a computer and a projector.Teaching procedures & ways 教学过程与方式Step Ⅰ Lead-inT: 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 pr obably 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.Step Ⅱ Warming upT: 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 sta tue 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: Wonderful! You did a good job! Now let’s have a discussion. Do you think that Pygmalion and his statue-wife will be happy together?S: No, I don’t think so.T: What problems do you think they will have?S1: Maybe they can’t understand each other, because they come from different world.S2: It’s very hard for Pygmalion to understand his wife, because his wife is made from a stone. She doesn’t know the words, behavior, anything about him. …T: Good. How do you think they might solve them?S3: Pygmalion loves the girl so much that he decides to teach her how to speak and how to behave herself. Little by little, they understand each other well and live happily.T: Good imagination! The story is so interesting that it was made into a film My Fair Lady, which was based on the play by Bernard Shaw. Do you know this famous playwright?Step Ⅲ DiscussionMake a brief introduction about Shaw.T: George Bernard Shaw, Irish dramatist, literary critic, a socialist spokesman, and a leading figure in the 20th century theater. Shaw was a freethinker, defender of women’s rights, and advocate of equality of income. In 1925 he was awarded the Nobel Prize for Literature. Shaw accepted the honour but refused the money. He was a very humorous playwright. Here is a story about him. One day, Shaw took part in a grand party, in which he met the then Prime Minister Churchill. Churchill was very fat at that time whereas Shaw was very thin. Churchill said to Shaw very sharply, “When people see you, they will know how poor your country is”. And then Shaw answered very quickly, “When people see you, they will know the reason why our country is so poor.” From it we can see how witty Shaw is!T: Have you seen the film My Fair Lady？S1: Yes. It was about a flower girl who became a lady in the upper class, helped by the expert in phonetics, Professor Higgins.T: Do you like the film? Why?S1: Yes, I do. What makes “My Fair Lady” special is the great musical score by Mr. Loewe with lyrics by Mr. Lerner. Most of the songs are by now, standards that have delighted us since they were written and have been sung by practically all the best singers of the world.Ｔ: Very good. They both have the same theme. In the play, a poor-educated flower girl in the street at last became a lady, just as surprising as a stone becamea beautiful woman in the Greek story. Now can you tell me the similarities betweenthe Greek story and the play? You can discuss it with your partner.S2: Both women made big changes. In the Greek story, the statue was brought to life; while in the play Pygmalion, the flower girl Eliza was brought up to the upper class.T: Good. What else?S3: In the Greek story, Pygmalion is a gifted artist, whereas in the play Pygmalion, Higgins is an expert in phonetics.Step Ⅳ HomeworkAsk the students to do the following.1. Find more information about Pygmalion.2. Pre-read the play to see if they can understand well.此文档是由网络收集并进行重新排版整理.word可编辑版本！。
人教版高中英语选修八Unit Four Pygmalion
Unit Four Pygmalion课程标准中的内容标准：本单元的话题是围绕“文学作品”、“《窈窕淑女》”展开的，通过分析剧本中各个人物的性格展开，突出剧本主题即“皮格马利翁效应”，揭示了“一个人后天的努力可以改变现状”的道理。
教学细目：1、（情感目标）通过阅读“《窈窕淑女》”剧本中人物具有鲜明阶级色彩的语言与对话，分析人物形象并评价人物性格，理解心理学上的“皮格马利翁效应”在本文中的渗透，即人的语言行为都受他（她）所处的社会地位和社会环境的影响，但是后天的努力可以改变现状。
2、（交际）通过听说初步掌握对人或事物进行猜测、判断与评价的常用功能句式。
3、（词汇）通过阅读、师生互动掌握本单元的教学目的和要求中的词汇。
4、（写作）通过阅读和书面训练，尝试剧本创作或改编。
5、（语法）通过书面训练，深入理解和进一步运用过去分词作状语。
学习领域与主题内容及要求目标层次人教版选修八UnitFourPygmalion理解掌握运用1.1.1. 话题：√1.1.2功能（通过听和说，能在生活中运用下列英语进行交际）：1. Conjecture推测、猜测I would whether …I think it’s because …Is it possible that …Do you know if …Perhaps /Maybe，but …Do you really think that’s true?2. Emotions 情感Why do you think Higgins felt like that?√What do you think would make Eliza happier?How did you feel about your first lesson?Mrs. Pearce would comfort / encourageher by …3. Judgment and evaluation 判断与评价You’ve made such progress and …The problem was that …You were very good with …Remember (never ) to …All in all, you did very well …I think you just need more practice.√1.1.3 Understanding vocabulary（理解词汇）（通过听、看、阅读，能理解下列词汇含义。
【最新】高中英语选修八(人教版)课件：Unit 4 Pygmalion4.2
语法指南
3.过去分词做状语,其逻辑主语是句子的主语。 Devoted to teaching all his life,he was presented with award at the ceremony. 在典礼上,他由于一生献身于教育事业而受到了表彰。 Built in 1999,the bridge is still strong. 1999年修建的这座桥仍然很坚固。 4.过去分词做状语,和逻辑主语构成逻辑上的动宾关系。 Compared with you,I have a lot of things to learn. 和你相比,我有很多要学的东西。
语法指南
2.过去分词做状语,相当于一个状语从句,表示原因、时间、条件 等。 Influenced(=As they were influenced) by his deeds,they worked even harder. 在他事迹的影响下,他们工作更努力了。 Seen(When the village is seen) from the plane,the village looks very beautiful. 从飞机上看,这村子太美了。 Given(If I am given) more time,I can do it better. 如果给我更多的时间,我会做得更好。
Section Ⅱ Grammar
语法指南
过去分词做状语 分词是动词的另一种非限定形式,主要起形容词和副词的作用。 它分为两种:一种是现在分词,另一种是过去分词。现在分词形式 一般有主动的意思,过去分词一般有被动的意思。这里具体说一下 过去分词做状语的用法。 过去分词做状语,是对主语进行的动作,即对谓语进行补充说明, 大都说明动作发生的背景和情况。学习过去分词作状语,应注意以 下几点: 1.过去分词做状语,位置可前可后,服从说话人叙述的顺序,一般 用逗号隔开。 He soon fell asleep,exhausted by the journey. 由于旅途劳累,他很快睡着了。
高中英语Unit4《Pygmalion》Languagepointsin学案2新人教版选修8
Language points in unit4《Pygmalion》Module81.work out计算出，想法弄懂，精心拟订出，渐渐解决，按某种方式发展。
1) You can work out the answer by adding all the numbers.2) I ’m not telling you the answer -----work it out for yourself.3) I haven ’t worked out who is going to look afte r the kids tonight.4)I hope it all works out between you and me.5)We didn ’t plan our art exhibition like that but it worked out very well.2.,an expert in phonetics, convinced that the quality of a person ’s English decides his/her position in society.一位语音学专家，认定一个人的英语水平决定这个人的社会地位。
(1) Convince vt. to cause to believer or feel certain; to persuade说服；使相信，说动（某人）我们说服了他坐火车去，不要搭飞机去。
We convinced him to go by train rather than plane.2)(be) convinced + of短语/ that从句意思是“深信,”;“确信,”。
比如：我确信他有罪。
I am convinced of his guilt.=I am convinced that he was guilty.3) convince (vt.) sb + of短语/that从句，“使,深信,”;“使,确信,”。
Unit 选修8 Unit4 Pygmalion 教案
Unit 4 PygmalionListening Speaking and writing---教案Teaching Goals:1. To develop Ss’ listening ability2. To learn some information about the play.Teaching Procedures:Step 1. Listening and speaking (Using Language)1. Ask Ss to discuss in groups of four the following questions.(1)What would be done to change Eliza into a lady?(2)What do you think are the most important things to change Eliza into a lady? How will you make each change?2. Ask Ss to finish Ex1 and Ex2 on P35.3. Ask Ss to listen to the tape and finish Ex3 on P35.4. Play the tape again and ask Ss to finish Ex4.5. Ask Ss to try to think of some new ideas to help Higgins teach Eliza better. Choose the two best ideas and share with the class.Step 2. Listening task (Workbook)1. Lead Ss t o the topic of the listening text. Teacher may say, “We’ve known the beginning and ending of the story, but don’t you want to know how Eliza succeeded in the ambassador’s party?” Tell Ss that this is the most wonderful Act of the play.2. Ask Ss to listen to the tape and finish Ex1 of Listening task on P73.3. Ask Ss to listen to the tape again and answer in pairs the questions in Ex2 of Listening task onP73.4. Ask Ss to listen to he tape for the third time and enjoy the humor of this act. Discuss and give the answer to Ex3 of Listening task on P73.Step 3. Speaking and writing (Using Language)1. Ask Ss to discuss the following questions.(1) How did Eliza feel after the first class?(2) What will she say to Mrs. Pearce?(3) How will Mrs. Pearce comfort her?2. Ask Ss to go through the phrases and sentences given in Ex1 of Speaking and writing on P36 and try to make a dialogue of their own.Sample dialogue 1:3. Ask Ss to think about what qualities a good teacher should have and how the teaching could be improved.4. Allow Ss some time to finish their dialogues. Call out some Ss to read aloud theirs in class.Step 4. Speaking task (Workbook)1. Ask Ss whether they still remember that the play has the same theme with the Greek story. Ask them to go over the story on P28.2. Ask Ss to discuss and try to find out the similarities and differences between the play and the story Then let them finish Ex1 on P76.1.Ask Ss to discuss the following questions.(1)How does Eliza change in the play?(2)How does Pygmalion change in the play?(3)Has Henry’s attitude to Eliza changed from the beginning of the play to the end?4. Ask Ss to finish Ex2 on P76.Step 5. HomeworkAsk Ss to go through Writing task on P76 and then write a review of the play. Ask Ss to review what has been learned in this unit.Ask Ss to preview the next unit.。
Unit 选修8 Unit4 Pygmalion 教案
Unit 4 PygmalionListening Speaking and writing---教案Teaching Goals:1. To develop Ss’ listening ability2. To learn some information about the play.Teaching Procedures:Step 1. Listening and speaking (Using Language)1. Ask Ss to discuss in groups of four the following questions.(1)What would be done to change Eliza into a lady(2)What do you think are the most important things to change Eliza into a lady How will you make each change2. Ask Ss to finish Ex1 and Ex2 on P35.3. Ask Ss to listen to the tape and finish Ex3 on P35.4. Play the tape again and ask Ss to finish Ex4.5. Ask Ss to try to think of some new ideas to help Higgins teach Eliza better. Choose the two best ideas and share with the class.Step 2. Listening task (Workbook)1. Lead Ss to t he topic of the listening text. Teacher may say, “We’ve known the beginning and ending of the story, but don’t you want to know how Eliza succeeded in the ambassador’s party” Tell Ss that this is the most wonderful Act of the play.2. Ask Ss to listen to the tape and finish Ex1 of Listening task on P73.3. Ask Ss to listen to the tape again and answer in pairs the questions in Ex2 of Listening task onP73.4. Ask Ss to listen to he tape for the third time and enjoy the humor of this act. Discuss and give the answer to Ex3 of Listening task on P73.Step 3. Speaking and writing (Using Language)1. Ask Ss to discuss the following questions.(1) How did Eliza feel after the first class(2) What will she say to Mrs. Pearce(3) How will Mrs. Pearce comfort her2. Ask Ss to go through the phrases and sentences given in Ex1 of Speaking and writing on P36 and try to make a dialogue of their own.Sample dialogue 1:3. Ask Ss to think about what qualities a good teacher should have and how the teaching could be improved.4. Allow Ss some time to finish their dialogues. Call out some Ss to read aloud theirs in class.Step 4. Speaking task (Workbook)1. Ask Ss whether they still remember that the play has the same theme with the Greek story. Ask them to go over the story on P28.2. Ask Ss to discuss and try to find out the similarities and differences between the play and the story Then let them finish Ex1 on P76.1.Ask Ss to discuss the following questions.(1)How does Eliza change in the play(2)How does Pygmalion change in the play(3)Has Henry’s attitude to Eliza changed from the beginning of the play to the end4. Ask Ss to finish Ex2 on P76.Step 5. HomeworkAsk Ss to go through Writing task on P76 and then write a review of the play. Ask Ss to review what has been learned in this unit.Ask Ss to preview the next unit.。
【教案】高中英语Unit4Pygmalion说与写教案新人教版选修8
【关键字】教案云南省陇川县第一中学高中英语《Unit 4 Pygmalion》说与写教案新人教版选修8Teaching goals教学目标1. Target language 目标语言Practise expressing conjectureI wonder whether...Is it possible that...?Do you know if...?Do you really think that’s true?2. Ability goals 能力目标Enable the students to write a scene of the play.3. Learning ability goals 学能目标Help the students learn how to write a scene of the play.Teaching important & difficult points 教学重难点How to write a scene of the play.Teaching methods 教学方法Discussion and practice.Teaching aids 教学准备A computer and a projector.Teaching procedures & ways 教学过程与方式Step Ⅰ RevisionCheck the homework by asking some students to read their work.A sample review of the play:At the beginning of the play, Eliza was only a flower girl. One day when she was selling flowers in the street, she found a man taking notes of what she said. She was very angry and confused for fear that the man was a policeman in disguise. At the moment, another man appeared. From their talking, Eliza learned that the man taking notes was Professor Higgins who said that he could changea poor-educated man into a man in the upper class. She kept it in mind, for she was ambitious and wanted to make a big change.The next day, Eliza went to the Higgins’ and wanted him to be his teacher. At first Higgins wouldn’t like to accept her. It’s Pickering that made the thing better. He wanted to have a bet with Higgins. So Higgins accepted Eliza as his student.Of course, it was very difficult to teach Eliza. After all she was poor-educated and couldn’t behave well. It was a hard task for Higgins. Higgins taught her with great patience. Finally Eliza made great progress. When Higgins thought she was well-educated enough, she was taken to attend a grand party. At that time, she behaved in good manners, so that a young gentleman was attracted by her beauty and fell in love with her. He couldn’t recognize she was a flower girl in the street.Then come to the climax of the play. After the party, Higgins and Pickering celebrated their success. However, they left Eliza alone, which made Eliza disappointed. Finally, she couldn’t stand it any more. She decided to live independently.Step Ⅱ Di scussionAsk the students to discuss how Eliza felt after her first lesson.T: Now work in pairs and discuss the following questions.Show the following.1. How did Eliza feel about her first lesson?2. How do you think Mrs Pearce would comfort her?3. How would Professor Higgins and Colonel Pickering behave in the second lesson? Sample answers:1. I think she may be discouraged. She may think it is too difficult to learn formal English.2. Mrs Pearce would comfort or encourage her by saying: “Don’t worry, dear lady. It’s not that easy to become a member of the upper class. Keep trying and you are sure to succeed.”3. In the second lesson, Professor Higgins and Colonel Pickering would be more kind and patient.Step Ⅲ WritingT: Please turn to page 36 and look at the Part 2. Read the instructions and write a scene in which Professor Higgins gives Eliza her second lesson.Sample version 1:Act Two, Scene 3(Professor Higgins is waiting for Eliza to come to their second lesson. He looks up and smiles as she enters the room.)H: Ah, Eliza. Ready today for our second lesson?E: (slowly and carefully) Ye-es. We can begin now.H: Well. To begin with, the grammar I taught you last lesson, can you repeat it?E: Er..., Let me think for a while...H: What a silly girl! I can’t teach you any more. Maybe selling flowers in a street is just your suitable job.P: Oh, come, come Higgins. She is just a little girl and she has done her best. You’d better calm down and be more patient.E: (sobbing) I’m sure I can remember it. Give me a chance and I’ll write it down immediately.H: I must say it’s my fault and I beg your pardon. Let’s leave it alone and begin our new lesson.E: (gratefully) It’s very kind of you, Professor. I will work harder and I won’t let you down again.H: OK. Now let’s do some practice in pronunciation which can truly improve your position in society. So pay attention to the records and repeat.(Eliza listened to the record carefully but she just couldn’t follow.)E: I’m afraid I can’t follow it. Can you make it slowly?H: Impossible. Only by following this speed can you make a graceful lady. P: My good friend. How can she learn from it if she can’t follow it? It’s notonly patience that a teacher needs, he must take his student’s level into account.H: Sorry. Maybe you are right. I’ll make it slowly.E: Much better now. Thanks to your guidance, I feel I’m not the person I used to be.H: Keep on and always remember you have a long way to go.E: How long will it take me to get all about language?H: It’s up to you. The more you want to succeed the shorter it will take. P: Higgins, I have to say that you have changed a lot. You are a real teacher now. And you, Eliza, you can’t expect too much. You must learn step by step. It’s your luck to have Higgins to be your teacher. He’ll do you much good. Sample version 2:Act Two, Scene 3(Professor Higgins is waiting for Eliza to come to their second lesson. He looks up and smiles as she enters the room.)H: Ah, Eliza. Ready today for our second lesson?E: (slowly and carefully) Ye-es...H: It seems that you are a little uncomfortable. Do you feel nervous?E: Oh no, I’m fine, but...H: (a little impatient) Why so uncomfortable, Eliza? You have made great progress as we all can see. Are you planning to give up?E: (raises her eyes) Oh no, I’m not. Let’s start, Mr Higgins. What would you like to show me today?H: (picks up a dress and throw it to Eliza) Put it on and I’ll tell you how to behave in a grand party.E: (hesitates) On a grand party? Is it too early? Oh, the dress is too large!I can’t even walk!H: What a poor girl! Of course you don’t have to keep it, if you are ready to be a flower girl again. For a well-educated girl, it is important to know how to deal with different situations in a proper way. For example when someoneinvite you to dance, always remember to say “I’d like to! Thank you.”E: Yes!H: Your English needs further improvement. No one will believe such a pronunciation comes from a well-educated girl.E: Pardon?H: OK, OK. That’s enough. Dan ce, please.E: (seeing Professor’s funny face and can’t help laughing) Ha, ha, ha...H: (angrily) Stop! You sound so rude and nobody will enjoy it! Silly!E: (stop laughing and act as Higgins) Like this?P: (enters the room) Oh, I can’t believe my eyes! I s it your masterpiece?H: It’s so simple.P: What a beautiful and graceful lady! May I have the honor to dance with you?H: (watching and smiling) What a masterpiece she will be!Step Ⅳ HomeworkAsk the students to summarize what they have learned in this unit and prepare for the next unit.此文档是由网络收集并进行重新排版整理.word可编辑版本！。
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选修八Unit4 PygmalionPeriod3 Grammar一、教学内容分析分词作状语是高考考查的热点和重要考点，其热点考查内容如下：过去分词兼有动词､副词和形容词的特征。
过去分词作状语时，表示被动的或已完成的动作，在句中可作时间､原因､条件､让步､方式､伴随状语等。
掌握过去分词作状语可从以下几个方面考虑。
二、教学重、难点1.过去分词作状语的构成；2.过去分词的不规则变化的识记；3.复习独立主格；4.过分分词作状语与现在分词作状语的区别。
三、教学过程Step1: lead inThe teacher walked into the office, followed by a few students.(伴随或方式状语)Seen from a distance, the mountain looked like an elephant.(时间或条件状语)Step2:presentation1. 过去分词作状语时与句子的主语的关系1）过去分词作状语时，过去分词与主句中的主语形成逻辑上的被动关系，有时也表示动作已完成。
例如：Seen in the dark night，lights on top of tall buildings look like stars in the sky.(seen表示被动，分词的动作与谓语动词的动作同时发生)Scolded by the teacher，the girl began to cry.被老师责怪，女孩哭了起来。
(scolded表示被动且动作已完成)2）有些过去分词已经形成了系表结构，因此他们作状语时与主句的主语之间是逻辑上的主动关系，但仍然用过去分词形式。
例如：Lost in thought，she nearly ran into a tree.陷入沉思，她差点撞到树上。
(lost意为“迷失的”，与逻辑主语连接起来相当于Because she was lost…，作原因状语)与lost类似的过去分词还有disappointed，dressed，determined，devoted，tired，exhausted，prepared，seated，caught等。
Step3: 过去分词作状语时在句中的位置作状语的过去分词或短语可置于句子的前､后或中间，但是必须用逗号隔开以便与主句分开。
The PE teacher stood in the middle of the playground，surrounded by a group of students.那位体育老师站在操场中间，被一群学生围着。
(过去分词作伴随状语)Step4: 过去分词作状语与状语从句的变换过去分词作状语在功能上相当于状语从句，在句中表示时间､原因､条件､方式､伴随､让步等。
所以经常会遇到过去分词前带有once，when，while，if，as if，even if，though，unless等连词，我们将这种结构看成在连词与过去分词之间省略了与主句相同的主语和系动词be。
例如：Once published, this book will be popular with the students.=Once it is published，this book will be popular with the students.这本书一旦出版，它将会受到学生们的欢迎。
(过去分词作时间状语。
注：分词前once可省略) Step5: 过去分词作状语时的具体用法1．过去分词作时间状语相当于一个时间状语从句。
例如：Asked (When he was asked) what had happened, he lowered his head.当他被问问题的时候,他低下了头。
2．过去分词作原因状语相当于一个原因状语从句。
例如：Frightened (=Because / As she was frightened) by the tiger, the girl didn't dare to sleep alone.因为害怕老虎, 这个女孩不敢单独睡觉。
3．过去分词作条件状语相当于一个条件状语从句。
例如：Grown (If these seeds are grown) in rich soil, these seeds can grow fast.如果种在肥沃的土壤里，这些种子能长得很快。
Given (If we were given) more time, we could do it better.如果给我们更多时间的话，我们可以做得更好。
注意：此句中的given在许多语法书中作为介词处理。
4．过去分词作让步状语相当于一个让步状语从句。
例如：Left (Although he was left) at home, John didn't feel afraid at all.虽然John被单独留在房间里, 他一点都不害怕。
5．过去分词作状语表示伴随动作或状态。
例如：The teacher entered the classroom, (and he was) followed by a group of students.老师进入教室，后面跟着一帮学生。
Step6：独立主格结构如果句中过去分词的逻辑主语不是句子的主语，这时必须在过去分词前加上主格的逻辑主语。
这就叫作独立主格结构。
例如：The town seen from the hill，we can see it more clearly.=If the town is seen from the hill, we can see it more clearly.如果从山上看这座城市，我们能看得更清楚。
Everything taken into consideration，the party was a success.将所有的事情考虑在内，晚会算是成功的。
(taken的逻辑主语不是the party，所以添加其真正的主语everything)Step7: 现在分词和过去分词作状语的区别分词作状语时，通常放在句首，并且用逗号与主句隔开。
同时，分词作状语时其逻辑主语与主句主语应保持一致，也就是说在确定选择现在分词还是过去分词时，要判断主句主语与分词中心词的关系。
如果句子的主语是动词-ing形式所表示的动作的发出者（即表主动或正在进行），分词形式选用现在分词；如果句子的主语是动词-ed形式所表示的动作的承受者时（即表被动或完成），分词形式选用过去分词。
例：1, _______, I stretched my hand out for it.A. I saw the book I wanted on the shellB. The book I wanted was on the shellC. Seeing the book lying across the deskD. Lying on the desk分析：分词作状语时，其逻辑主语应与句子的主语一致。
根据这一原则，可知句子的主语I只能与see保持一致。
如果选A, 该句中没有连词，没能构成并列句和主从复合句，此时要选用非谓语动词形式。
所以选C2. Seen from the hill, the park looks very beautiful.分析：“Seen from the hill” 是过去分词作状语。
分词作状语时，其逻辑主语应与句子的主语一致。
根据这一原则，可知，“the park”是“Seen from the hill”的逻辑主语，它们之间表示被动关系，所以分词形式用seen. 二．确立句子主语可能是谁确立句子主语可能是谁时，仍然遵循分词作状语时其逻辑主语与主句主语应保持一致的原则。
反过来要根据分词形式确立句子主语。
例：Having been attacked by terrorists, _________.A. doctors came to their rescueB. the tall building collapsedC. an emergency measure was takenD. warning were given to tourists分析: 本题仍考查非谓语动词的用法。
句中“Having been attacked by terrorists”是现在分词作状语。
分词作状语时，其逻辑主语应与句子的主语一致。
根据这一原则，可知“受攻击”的应是“the tall building”, 即“Having been attacked”的逻辑主语是“the tall building”.句意为“大楼因为受到恐怖分子的袭击而倒塌”. 答案: B step8: practice1._______with the size of the whole earth, the biggest ocean does not seem big at all.A. CompareB. When comparingC. ComparingD. When compared2. When first ______to the market, these products enjoyed great success.A. introducingB. introducedC. introduceD. being introduced3. “We can’t go out in this weather,” said Bob, _____ out of the window.A. lookingB. to lookC. lookedD. having looked4. _____ the interview, the manage went to his office, _____ by the interviewer.A. Having finished, followedB. Finished, followedC. Finishing, followingD. Being finished, being following5. Finding her car stolen, _____.A. a policeman was asked to helpB. the area was searched thoroughlyC. It was looked for everywhereD. she hurried to a policeman for helpKey: 1-5 DBAADHomework:1. Though ____ of the danger, he still went skating on the thin ice.A. warningB. to warnC. warnD. warned2. ____ from this point of view, the question will be of great importance.A. ConsideringB. ConsideredC. Being consideredD. Consider3. ____ and ____, they ran out of the room.A. Being excited；happilyB. Exciting；happyC. Exciting；happilyD. Excited；happy4. ____ deep down in the earth, the dead forests rotted away and became coal.A. BuriedB. BuryingC. To buryD. Being buried5. If ____ green，the door might look more beautiful.A. paintB. paintedC. paintingD. to paint6. Eva，____ in Canada, lived and practiced law in America.A. was bornB. he was bornC. although bornD. being born7. Anna was reading a piece of science fiction, ____ completely to the outside world.A. being lostB. having lostC. losingD. lost8. Everything ____, it wasn’t a bad holiday.A. consideringB. consideredC. to considerD. consider9. ____ with a difficult situation, Arnold decided to ask his boss for advice.A. To faceB. Having facedC. FacedD. Facing10. When first ____ to the market, these products enjoyed great success.A. introducingB. introducedC. introduceD. being introduced11. ____, the old man is living a happy life.A. Taking good careB. Taken good careC. Having taken good careD. Taken good care of12. He was sitting there, ____ in deep thought.A. loseB. lostC. lossD. losing13. We are certain that everything will go well as ____.A. to be plannedB. plannedC. being plannedD. having been planned14. ——What’s wrong?——I want to know why you didn’t do as ____.A. to be toldB. tellingC. toldD. told to15. When ____, the museum will be open to the public next year.A. completedB. completingC. being completedD. to be completed Key(3)：1.D 2.B 3.D 4.A 5.B 6.C 7.D 8.B 9.C 10.B 11.D 12.B 13.B 14.D 15.A。