英语高二年级人教版选修8 unit3 Revise the Past Participle导学案
人教课标版高中英语选修8 Unit3_Grammar名师课件
过去分词作定语时, 在意思上相当于一个定语从句。
She likes the birthday gift given by her boyfriend. =which was given by …
They cleaned the fallen leaves. =the leaves which had fallen.
2. The pilot asked all the passengers on board to remain __s_ea_t_e_d_(seat) as the plan was making a land.
3 (新课标全国卷Ⅱ)There were many people waiting at the bus stop, and some of them looked very anxious and __d_is_a_p_p_o_i_n_te_d__(disappoint)．
Object complement)
语法讲解建议采用归纳法，如尽可能多的呈现一 些相关例句，或可让学生从已学课文中找相应例句， 引导学生试着从所观察到的语言现象中总结出语言 规则和语法规律。
阅读下列句子并体会红色字部分的用法:
1. The first thing I did was to see if there were any products that might help, but there only seemed to be powders designed to kill snakes. V-ed用作定语
My parents are retired teachers. =teachers who have retired.
Lost time can never be found again. =time which is lost
高二英语选修8教案：Unit4PygmalionPeriod3 含解析 精
Unit 4PygmalionPeriod 3Grammar—Revise the PastParticiple as the Adverbial整体设计教学内容分析This teaching period mainly deals with the grammar item：the use of the past participle as the adverbial.The past participle which acts as the adverbial in the sentence functions as an adverbial clause which shows time，reason，condition，and so on and it can be replaced by an adverbial clause.If there is a conjunction before the past participle，it can be considered as omission in adverbial clauses.三维目标设计Knowledge and skills1．To let the students learn the use of the past participle as the adverbial.2．To enable the students to use the past participle as the adverbial correctly and properly.Process and methods1．To ask the students to read the reading passage again，pick out the sentences with the past participle as the adverbial in them and write some on the blackboard.2．To ask the students to discover how the past participle is used in various ways.3．To ask the students to do the exercises in Revising useful structures on Page 33 for students to master the use of the past participle as the adverbial.4．To ask the students to summarize the use of the past participle as the adverbial.5．To ask the students to do the exercises in Using Structures on Page 72 and some other additional exercises for consolidation.Emotion，attitude and value1．To get the students to become interested in grammar learning.2．To develop the students' ability of comparing and summarizing.教学重点、难点1．To get the students to master the structure and usages of the past participle as the adverbial.2．To enable the students to learn how to use the past participle as the adverbial.教学过程Step 1Revision1．Check the homework exercises.2．Dictate some new words and expressions.3．Translate the sentences into English：（1）认识你我非常高兴。
最新新人教版选修八Unit3-Grammar课件教学讲义ppt
My grandfather had his old house rebuilt．
我爷爷找人重修了一下他的旧房 子。
动词-ed形式作宾语补足语的基本用法
动词的-ed形式可以在“主语+谓语+宾 语+宾语补足语”句型中充当宾语补足语。 在这一结构中, 动词-ed形式和它前面的宾 语构成逻辑上的被动关系。如果这种句子 改为被动语态,原来的宾语补足语变成了主 语补足语。
He was trying to make himself understood． 他正努力使别人听懂自己。
“have+宾语+done”结构有三个含义：
① (请人)把某事做完。
Where did you have your hair cut?
你在哪儿理的发?
② 参遭遇某种意外情况。
He had his hat blown away on his way home．
4) Prices of daily foods
through a
computer can be lower than prices in
stores.
A. are bought B. bought
C. been bought D. buying
5) Mr. Smith,____ of the speech, started to read a ____ novel. A. tired, boring B. tiring, bored C. tired, bored D. tiring, boring
I have never heard him spoken ill of others.
我从未听过有人说他的坏话。
高二英语(人教版)选修8课件：Unit+4《Pygmalion》Grammar
6. _B_u_i_lt_ in 1885, it was the oldest car taking part.
7. _D_r_e_ss_e_d_ up as Father Christmas and _a_cc_o_m__p_a_n_i_e_d by a “guard of honor” of six pretty girls, he set off down the main street …
提示
过去分词作状语与现在分词作状语的区别 在于: 过去分词与句子主语构成动宾关系, 而现在分词与句子主语构成主谓关系。
Seeing in this light, the matter is not as serious as people generally suppose.
Seen in this light, the matter is not as
8. Now once _ta_u_g_h_t_ by me, she’d become an upper class lady …
9. But, sir, once _e_d_u_c_a_te_d_ to speak properly, that girl could pass herself off in three months as a duchess …
让步状语
Warned of the storm, the farmers were still working in the fields.
方式、伴随状语
The teacher stood there, surrounded by the students. The trainer appeared, followed by six little dogs. He walked up and down the room, lost in thought.
人教新课标选修8Unit_3_Grammar教学设计
A Design of Teaching for Unit 3 Inventors and inventionsPeriod 2 Grammar: The Past Participle as Attribute, Predicative and Object Complement ⅠTeaching GoalsEnable the students to master the usage of the past participles as predicative, attribute and object complement better by revising it.ⅡTeaching important ＆difficult pointsTo analyse and distinguish the different usage of the past participle in the concrete context.ⅢTeaching methodsExplanation, Practice.ⅣTeaching aidsa blackboard.Teaching Design Procedure1.The basic flow chart of teaching→→2.Teaching situation:Step1:动词-ed形式作定语过去分词作定语往往与被修饰的词靠得很紧, 渐渐地成为一个复合词。
这种分词叫分词形容词(the Participle Adjective), 实际上相当于一个单纯的形容词, 除表示“完成”的动作之外, 还表示“被动”的意义。
如：spoken English (英语口语)；iced beer (冰冻啤酒)；cooked food (熟食); fried chips (炸土豆条);【重点和难点】——前置定语和后置定语1. 不及物动词的过去分词也可作定语，一般作前置定语，不表示被动意义，只强调动作完成。
人教版高中英语选修八Unit+3第4-5课时(语法)教案.doc
高二英语选修8 unit 3 第四、五课时grammarFind and underline the sentences in the reading passage containing the past participle used as the attribute. Notes its position1.There only seemed to be powders designed (=which are designed) to kill snakes.2.Prepared with(=As I was prepared with) some research findings, I decided on three possible approaches.3.But once picked up,(=But once they were picked up), they tired to bite me.4.But monitored(=But as they were monitored) carefully, the snakes proved to be no trouble.Past participle used as adverbial（状语)1. When it is heated, ice will be changed into water.When heated, ice will be changed into water.2. When it is seen under a microscope, a fresh snowflake has a delicate six-pointed shape.Seen under a microscope, a fresh snowflake has a delicate six-pointed shape.3.As I was worried about the journey, I was unsettled for the first few days.________________________________________I was unsettled for the first few days.4.While I was confused by the new surroundings, I was hit by the lack of fresh air._________________________________________I was hit by the lack of fresh air.The past participle used as adverbial1._______(arm) with knives, the peasants rushed into the landlord’s house.(表示方式)2Greatly_________ (move) by what she said, we couldn’t help crying. (表示原因)3.________(give) more time, we could do the work better.(表示条件)4._________(see)from the top of the hill, our city looks surrounded in the frog. (表示时间)分词作状语时,其逻辑主语是句子的主语. 判断下列句子是否正确。
人教版英语选修8_Unit3_全单元教案
Unit 3 Inventors and inventionsThe First Period ReadingTeaching goals教学目标1. Target language目标语言a.重点词汇和短语patent,distinguish,product,power,perfume,cube,abrupt,abruptly,convenient,exp ectation,monitor, passive, criterion, valid, application, file, rod, call up, now and then, set about, in case2. Ability goalsEnable the students to describe the problem of the snakes and what has been done by the writerto solve the problem.3. Learning ability goalsHelp the students to learn how to retell the story and how to meet the requirements of getting apatent.4. Emotional goalsMake the students try to be good at discovering some useful things and realize thatit’s not easyto get a patent.Teaching important points教学重点To get the main idea of the whole passage and each parts.Teaching difficult points教学难点Learn how to meet the requirements of getting a patent.Teaching methods教学方法Reading and Task-based activities.Teaching procedures & ways教学过程与方式StepⅠwarming upDeal with the part of warming up and ask the students to find out the definitions of discovery andan invention, and their differences.An invention is something that is created by a human being, such as the lightning rod. To thecontrary, a discovery merely makes known something that already existed in nature, such as thediscovery on the New Continent by Columbia.StepⅡPre-readingAsk the students to discuss in groups and work out a suitable order for the list of how people gettheir invention approved.1. Finding a problem2. Doing research3. Thinking of a creative solution4. Testing the solutionStepⅢWhile-readingTask 1: Get the students to comprehend the passage carefully and accurately to find out the mainidea of the passage, and then divide the text into several parts and work out the main idea foreach paragraph.Main idea: The text is mainly about theauthor’sexperience in helping her mother get rid of thesnakes and applying for the patent for her invention.Part I (Para.1): the discovery of the problem of the snakesPart II (Paras.2-3): the research on the approaches to solve the problemPart III (Paras.4-6): the attempts to catch the snakesPart IV (Paras.7-8): the requirements of getting a patentTask 2: go through the whole text again and finish Exercise 1 on page 21.StepⅣPost-readingAsk the students to think of 2 questions.1. What should we learn from this text?2. What’s the writing purpose of the writer?1. We can learn from the text the way of doing scientific researches and how to apply for a patent.We can also learn that it takes an inventor great determination and persistence to achieve his orher ambition in life.2. The writer wants to inform us of the scientific methods to solve present problems so that westudentscannotonlybroadenthehorizonsbutbecomemoreskilledindiscoveringandco nsideringcarefullytheproblemsindailylife.Wearealsoencouragedbythewritertobecreati ve and hardworking as well as thinking independently.StepⅤHomework. Go over the whole passage, and try to retell it.2.能力提升，Jinbang.教学反思：5. Deciding on the invention6. Applying for a patentThe second Period Language pointsTeaching goals教学目标1. Target language目标语言a.重点词汇和短语patent,distinguish,product,power,perfume,cube,abrupt,abruptly,convenient,exp ectation,monitor, passive, criterion, valid, application, file, rod, call up, now and then, set about, in caseb.重点句子1. The first thing I did was to…, but there only seemed to…2. Between the outside and the inside walls of the bowl there is some jelly, which freezes whencooled.3. The criteria are so strict that it is difficult to get new ideas accepted unless they are truly novel.4. Nor will you receive a patent until a search has been made to find out that your product reallyis different from everybody else’s.2. Ability goalsEnable the students to master the usage of the new words and expressions and some key sentencestructures, and use them in the writing.3. Learning ability goalsTeaching important points教学重点How to use the language pointsTeaching difficult points教学难点Try to comprehend some complicated sentence structuresTeaching methods教学方法Reading, explaining and practicing.Teaching procedures & ways教学过程与方式StepⅠrevisionCheck their homework, and try to retell the passage briefly.StepⅡlanguage points1. Pre-reading go through(1)经历(2)通过,成功,成交(3)审阅,检查(4)翻找,查看(5)穿过,通过Most families went through a lot in the war.2. do research on /into /in...从事,进行,做研究They are carrying out a research into thecauses of cancer.They are doing research into electricity.P 1. call up打电话，使......回忆起I’ll call you up tonight (call sb. /ring sb. up )号召call on需要call for…取消call off使产生call forth结束一天的工作call it a day收回call back拜访某人pay a call on sb./ visit sb./ drop in on sb./ pay a visit to sb.now and then有时,偶尔I see them now and then, but not often.distinguish1. distinguish oneself使…出名显扬自己,使自己扬名2.distinguish A and B区分A和B3.distinguish/ tell right from wrong辨别是非4.distinguish/ tell good from evil分清善恶5.distinguished/respected guests尊敬的来宾P 2. powder: n.粉，粉末；药粉；火药grain sth. into powder把磨成粉set about开始,着手The sooner we set about it , the sooner we’ll finish.P 3. prepare with, sleepy, stainless steelP 4.abruptlyadv.A man with an abrupt manner is not welcome here.convenientCome and see me whenever it is convenient to you.InconvenienceinconvenientconvenienceP5 cautionP6. expectation1.出乎意料out of expectation2.在意料之中in expectation3.盼望得到…in expectation of…4.不负…所望live up to one’s expectationpassive: adj.被动的，消极的；不抵抗的；不活跃的He played a passive role in the marriage.P 7. 1.seize the chance/ opportunity抓住机遇P8.application:n.应用，运用；申请，请求；努力，专注Theinventionhadnopracticalapplication.StepⅤHomework1. learning about language2. English weekly P3 part 1, part 2教学反思：The third Period using languageTeaching goals教学目标1.Target language目标语言a.重点词汇和短语forehead, dot, tap, wire, straw, current, importance, helicopter, triangle, stable, practical, beatentrack, dive into, set out (to do), in truthb.重点句子He found that by pressing his lips against...He designed a machine that...Although he will always be known for..., he was...He realized that by understanding how...2. Ability goals能力目标EnablethestudentstolearnaboutthefamousinventorAlexanderGrahamBellandhisi nventions.3. Learning ability goals学能目标Help the students learn how the famous inventor Alexander Graham Bell invented telephones.Teaching important points教学重点How the famous inventor Alexander Graham Bell invented telephones.Teaching difficult points教学难点Help the students learn what the key is to become a successful inventor.Teaching methods教学方法Listening, fast reading and practicing.Teaching procedures & ways教学过程与方式StepⅠRevisionCheck their homeworkStepⅡPre-readingAsk the students to look at the title and the picture of the great inventor on page 25, and answerthe following questions in groups.1. What do you know about the inventor?2. How useful is his invention to human society? Why?StepⅢListening & ReadingFirstly, let the students read the four questions in the EX 1 on page 26 to get a general idea ofwhatshouldbepaidattentiontoandthenplaythetapeforstudentstofollowandgivethea nswers to the questions. Then check the answers with the whole class.StepⅣLanguage pointsTounderlinesomekeywordsandphrasesforthestudentsandhelpthemmastersomec omplicated sentences.Bear,associate,reproduce,stable,practical,diveinto,aflashofinspiration,setouttod osth,hang out, out of order, get throughHe found that by pressing his lips against...He designed a machine that...Although he will always be known for..., he was...He realized that by understanding how...StepⅤPost-readingDo some EXS in“EnglishWeekly”34, P3, Part 1, and check their answersStepⅥHomework1. Jinbang from page 23 to 242. Preview the part of grammar in the workbook.教学反思：The Fourth Period GrammarTeaching goals教学目标1. Ability goals能力目标Enable the students to use the past participle as the attribute,predicative and object complement.2 Learning ability goals学能目标Helpthestudentslearnhowtousethepastparticipleastheattribute,predicativeando bjectcomplement.Teaching important & difficult points教学重难点How to use the past participle as the attribute,predicative and object complement.Teaching methods教学方法Individual work and practice.Teaching procedures & ways教学过程与方式StepⅠRevisionCheck their homeworkStepⅡGrammar focus过去分词作定语、表语和宾语补足语基础过关：过去分词(表示和被动的动作)是有形容词.副词的作用,在句中可以用作定语,表语,宾语补足语和状语一.过去分词作定语过去分词做定语,表示分词的动作与所修饰的名词之间存在被动关系,单一的确过去分词做定语一般放在被修饰的名词之前,过去分词短语作定语放在被修饰的名词之后,过去分词及过去分词短语作定语均可以转换为一个定语从句The broken window (=The window which was broken) will be replaced soon.破损的窗户很快就会被换掉.The books bought yesterday (=which were bought yesterday) are of high quality.昨天买的书确实很不错(1)表示情绪的过去分词作定语：--She threw me a quick, frightened glance.他迅速而惊恐地看了我一眼--His face wore a puzzled expression.他脸上有一种困惑的表情举一反三amaze,embarrass,interest,excite,disappoint,encourage,move,surprise,astonish,d elight,frighten,inspire,please,puzzle,terrify,shock,satisfy,worry,confuse, amuse, tire 等。
高二英语人教版选修8教案：Unit3InventorsandinventionsPeriod3 Word版含解析
Unit 3Inventors and inventionsPeriod 3Grammar—Revise the Past Participleas the Attribute，Predicative and Object Complement整体设计教学内容分析This teaching period mainly deals with the grammar item：the past participle.In the English language，the past participle of the verb has two forms，regular form and irregular form.In this period we will mainly talk about the past participle used as the attribute，predicative and object complement.三维目标设计Knowledge and skills1．To get the students to revise the different forms and usages of the past participle.2．To enable the students to use the past participle as the attribute，predicative and object complement correctly and properly.Process and methods1．To ask the students to pick out the sentences including the past participle（as the attribute，predicative and object complement）from the reading passage and translate them into Chinese.2．To ask the students to discover the usages of the past participle（as the attribute，predicative and object complement）by comparing a lot of example sentences.3．To ask the students to do the exercises in Discovering useful structures on Page 24 for them to master the past participle form.4．To ask the students to do the exercises in Using Structures on Page 65 and some other additional exercises for consolidation.Emotion，attitude and value1．To get the students to become interested in grammar learning.2．To develop the students' ability of comparing and summarizing.教学重点、难点1．To get the students to master the structure and usages of the past participle form.2．To enable the students to learn how to use the past participle form correctly.教学过程Step 1Revision1．Check the homework exercises.2．Dictate some new words and expressions.3．Translate the following sentences into English：（1）但是，看来只有毒杀蛇的药粉。
人教版高二英语 选修8 unit3
Unit 3蛇的困扰When I called up my mother in the countryside on the telephone she was very upset. "There are some snakes in our courtyard," she told me. "Snakes come near the house now and then, and they seem to have made their home here, not far from the walnut tree. Can you get rid of them please?" I felt very proud. Here was a chance for me to distinguish myself by inventing something merciful that would catch snakes but not harm them. I knew my parents would not like me to hurt these living creatures!我给住在乡下的母亲打电话的时候，她感到很心烦。
“我们院子里有几条蛇，”她告诉我说，“蛇时不时地爬到屋子旁边来，似乎是在屋子附近离胡桃树不远的地方安家了。
你能不能把它们赶走？”我感到很自豪。
这回我有机会来表现一下自己了。
我要发明某种仁慈的东西，既可以把蛇捉住，而又不会伤害它们。
我知道我的父母是不会让我伤害这些生物的。
The first thing I did was to see if there were any products that might help me, but there only seemed to be powders designed to kill snakes. A new approach was clearly needed. I set about researching the habits of snakes to find the easiest way to trap them. Luckily these reptiles are small and that made the solution easier.我所做的第一件事就是看看有没有现成的任何产品能帮助我。
人教课标版高中英语选修8Unit3V-ed form Revision 课件 (共22张PPT)
hair __c_u_t _last night.
晚把头发剪了。
• 1. We saw the store robbed by two men.
• 2. The beautiful girl had her hair cut last night.
• 3.The thief was brought in with his hands tied behind his back.
neighbour --the“frequently drunk”. Tom opened the
door and made a cup of tea for the drunk. Later the man
became sober(清醒）. When he realized what had
happened, he feltem7barra(sesmebdarrass). He promised to
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(Though) beaten by the enemyhe still kept on fighting.
4.The hunter left his house, and he was
2.If 1th去ey掉h连ad词b（ee有n时gi连ve词n 可m保or留e a）tt;ention, the pl2an去ts掉c主ou语ld；have grown better. （条件） (I3f)将gi从ve句n 中mo谓re语a动tt词en改tio为n分词, t形he式plants could ha（v从e g句ro为w主n 动be语tte态r.时，用现在分词；
人教版英语选修8unit3,reading,the,problem,of,the,snakes教案
人教版英语选修8unit3,reading,the,problem,of,the,snakes教案人教版普通高中课程标准实验教科书高二选修8 Unit3 Reading The problem of the snakes Warming Up & Reading Teaching Goals: 1. To learn about the difference between a discovery and an invention. 2.To arouse Ss’ interest in learning about the stages of an invention. 3.To develop Ss’ some basic reading skills. 4.To develop Ss’ ability to discover and solve the problems and cultivate Ss’creativity and imagination. Teaching Procedures: Step 1. Warming Up Purpose: To arouse Ss’ interest in learning about the difference between a discovery and an invention. 1. Get Ss t to guess what the invention is or who the inventor is in groups. Question 1: It’s made of plastics and metal. It looks like a big box. The invention helps us keep our clothes clean and lighten our work. Suggested Answer:Washing machine. Question 2: The inventor is from America. He is one of the father of inventions. The inventor invented the bulb. Suggested Answer: Edison 2. Get Ss to tell as many the inventions they know as possible in groups. 3. Ask Ss to look at the pictures on P19 and answer the following questions. (1) Which of the pictures is an invention? (2) Which of the pictures is a discovery? 4. Get Ss to discuss the difference between the inventions and a discovery and give a definition of them and give some examples of each category. Suggested Answer: An invention is something produced for the first time through the use of imagination or ingenious thinking and experimentation. A discovery merely makes known something that already exists in nature. A good sentence example: My father discovered my mother in the crowd and invented me later. Step 2. Pre-reading Purpose : To get Ss to be aware of the connection between inventing and the scientific process. 1. Let Ss work in pairs and decided what the first and most important stage is to make an invention. 2. Ask Ss to finish the exercise of Pre-reading on P19 and then check the answer in pairs. Key: 1 Finding a problem 2 Doing research 3 Thinking of a creative solution 4 Testing solution 5 Deciding on the invention 6 Applying for a patent Step 3. Leading-in Purpose: Arouse Ss’ interest in the text and encourage Ss toimagine the content of the text. Ask Ss to predict in pairs the contentof the text based on the title and pictures. Step 4. Fast reading Purpose:To get Ss to have a brief understanding of the text 1. Ask Ss to readthe text quickly and try to get the main idea of the whole text. Suggested Answer: The text narrates the problem of the snakes and presents the procedures of catching them and applying for a patent. 2. Get Ss to dividethe passage and work out the main idea for each part. Part I (Para 1): The discovery of the problem of the snakes. Part II (Para 2～3): The research on the approaches to solve the problem. Part III (Para 4～6): The attempts to catch the snakes. Part IV (Para 7～8): The requirementof getting a patent. Step 5. Intensive reading 1. Ask Ss to read the text carefully and find out which paragraph or paragraphs deal with each inventing process in the passage and find the examples: Suggested Answer: Paragraph Stage Example in this story 1 Find a problem The snake must be__removed_ but not_ __hurt___ 2 Do research Look for _methods_ of removal;the habits of snakes 3 Think of a creative solution Identify __three_ possible approaches: choose _the last one 4,5,6 Test the solution several times Try three_ times to make it work _efficiently_ 7 Apply fora patent Fill in the form and file patent application with the Patent Office 2. Ask Ss to work in pairs and try to tell which of the following statements are true and false. (1) When the writer called up her motherin the country on the phone she was very excited. (2) The writer felt very proud that she had a chance to distinguish herself by inventing somethingthat would catch snakes but not harm them. (3) The first thing the writertried to do was to catch the snakes. (4) The writer decided to remove the snakes` habitat. (5) The writer used an ice-maker、a bowl、some jelly、ice-cubes、a bucket and a net to catch the snakes. (6) After three attempts, the writer finally caught the snakes and sent them into the wild. (7) The writer himself decided to send her invention to the patent officeto get recognition for her successful idea. (8) The criteria are so strictthat it is difficult for new ideas to be accepted unless they are truly novel and are really different from everybody else`s. Suggested Answers: (1) F (2) T (3) F (4) F (5) T (6) T (7) F (8) T 3. Ask Ss totake the quiz below and see whether Ss can grasp the details of the text. (1) Why did the writer do so much trap the snakes but not hurt them ? A. Because she wanted to eat the snakes. B. Because she planned to applyfor a patent. C. Because she obeyed her parents and wanted to test hernew idea. D. Because they were poisonous snakes. (2) The writer set about researching the habits of snakes in order to________ A. know how to drive them off. B. kill them in the easiest way. C. trap them in the easiest way. D. get on well with snakes. (3) The writer placed a frozen bowl over the snakes` habitats because______. A. The snakes were small.B. She knew the snakes were cold-blooded animals.C. She didn’t wantto be bitten. D. She wanted to make the snakes passive and caught them easily. (4) Which statement is true according to the text? A. The writer decided to send her invention to the patent office the moment she succeeded catching the snakes. B. The snakes were still as active as before in the first attempt. C. The writer could make a lot of money ifshe succeed. D. If an application for your product proves to be valid,you can get a patent immediately. . (5) According to the text, which subject do you think can be given a patent? A. A new kind of flower found by a botanist.. B. A new way to make dirty .air clean C.A new poem written by Mr. Li. D.A .new star discovered by a scientist. Suggested Answers: (1) C (2) C (3) D (4) C (5)B 4. Ithas been stated that the scientific approach to doing experiments and the approach to inventing are very similar. But they are not identical. GetSs to identify the differences and then show them this chart. Stages Scientific experiments Inventions 1 Find a problem Find a problem 2 Makea question Do research 3 Think of a method Think of a creative solution4 Collect results Test the solution several times5 Make a conclusion Decide on the invention6 Repeat if necessary Apply for a patent 5. According to the form above, get Ss to retell the text. Step 6. Extension Purpose: To develop Ss’s ability to discover and solve the problems and cultivate Ss creativity and imagination. To provide a chancefor Ss to apply their creative skills to real tasks. 1. Ask Ss to workin groups and answer the following questions. (1) What’s the writing purpose of the writer? Suggested Answer: The writer wants to inform usof the scientific methods to solve present problems so that we studentscan not only broaden the horizons but become more skilled in discoveringand considering carefully the problems in daily life. We are also encouraged by the writer to be creative and hardworking as well as thinking independently. (2) What should we learn from this text? Suggested Answer: We can learn from the text the way of doing scientific researches and howto apply for a patent. We can also learn that it takes an inventor greatdetermination persistence to achieve his or her ambition and persistence to achieve his or her ambition in life. 2. Get Ss formed in groups of four and discuss some inconveniences they’ve met in their life. They must imagine an invention to solve these inconveniences. After discussion, fill in the following form. Here are some problems for Ss to choose from and Ss can choose their own problem. Remember to include one change to your invention in case it doesn’t work the first time. (This can be done after class.) Problem 1: the apples growing on your apple tree are too high for you to reach them. What can you invent to pick your apples in comfort? Problem 2: You need to make a house but you only have fishing nets and many plastic bottles. How can you solve it? Problem 3: You want to catch fish but not hurt them when you do so. Design a fishing rod that will solve this problem. Patent Application Question Form Name of invention Inventors How do you get the idea? Can you describe your invention?(appearance/ material /cost/manual, etc.) What is its use? Other information (if necessary ) Picture of invention (if necessary) Step 7. Homework 1.Ask Ss to go over the reading text. 2.Ask Ss to preview Learning about Language.。
最新人教版高中英语选修8 Unit 3 Grammar课件综述知识分享
2. I placed the frozen bowl over the snakes’ habitat …
3. The next morning I carried in my hand a small net used for catching fish.
1. She gave me a _d_e_te_r_m__in__ed_ look … 2. … they were _s_u_r_p_r_is_e_d_ to find that
人教版高中英语选修8 Unit 3 NhomakorabeaGrammar课件综述
Unit 3 Grammar
Revise
the Past Participle
as the Attribute, Predicative and Object
Complement
Objective
To revise the past participle as the attribute, predicative and object complement
2. With ____ leaves ____ in the earth every year, the soil becomes richer and richer. A. falling; burying B. fallen; buried C. fallen; burying D. falling; buried
人教课标版高中英语选修8 Unit3_Grammar_公共课课件(二)
5.在会议最后，我认识到如果你想让自己被尊重，你必须 首先尊重别人。（above all） （过分作宾补）
experiment, he has no time to spend with his family.
过分作宾补与宾语有逻辑上的 被动 关系，
1 表示 被动 意义或 完成 意义，有时两者兼有。
能够接过去分词作宾补的有以下三种情况：
★感官动词或心理状态的动词（see、 hear、
2
watch、 notice、 observe、 feel 、find等）；
Beijing ,which was related to “respect ” .
2.尽管我坐在最后，但是我高兴又倍受鼓舞（过分作表语）
Although I was seated in the back of the meeting
hall, I was delighted and encouraged.
(3)When I got into the office, I found Mr. Green
buried (bury) in his work, without noticing
my arrival.
(4)With all his attention focused (focus) on his
★表“4致使”意义的动词（have、 make、 get
、keep 、leave等）；
人教课标高二选修8 Unit 3
(四) 句式
Only after you have had that recognition can you say that you are truly an inventor . 当only修饰副词、介词短语或状语从句, 且 放于句首时, 句子要用部分倒装。
汇 beaten track, dive into, set out (to do),
表 hang on, out of order, get through,
短
ring back, ring off
语 课 get rid of, decide on, be made of, as 文 before, bend down, pick up, bank 中 balance, at a time, a flash of inspiration
(pl) 蔬菜水果店 14. __d_ir_e_c_t_o_r_y_ n. 电话薄; 商行名录 15. __d_ia_l__ vt. 拨(电话)
16. _r_a_i_n_f_a_ll_ n. 降雨 17. __l_a_n_te_r_n___ n. 灯笼; 提灯 18. __j_a_m__ n. 堵塞; 阻塞; 果酱 19. __f_o_r_e_h_e_a_d__ n. 额头 20. __d__o_t __ n. 点; 小圆点
vt. 以小圆点标出; 分散 21. __t_a_p__ vt. & vi. 轻打; 轻拍; 轻敲
n. 轻轻地敲击(声); 水龙头 22. __w_i_r_e_ n. 金属丝; 电线 23. __s_t_ra_w___ n. 稻草; 麦秆; 饮料吸管
人教课标版高中英语选修8Unit3Review课件%28共23张PPT%29
Although attracted by her beauty, the prince married another girl _cA_ot_tnr_isb_iu_dt_ee_red (consider) as his true savior.
= The stolen bike belongs to Jack.
2. We often clean leaves which are fallen.
= We often clean _f_a_ll_e_n_ leaves.
3. This is a bridge which was built in 2017.
play football.
Find out the rules: 1.过去分词紧跟在_宾__语___之后作_宾__语__补__足___语__，
用于补充完整宾语的含义.
2.宾语与宾补之间存在_被__动__关系。
EXERCISE
A little girl __A_ct_tar_lilb_eu_dt_e___ (call) the little mermaid,
一、形 式
过去分词(V-ed) ： 只有一种形式:done
二、 功 能
1．作定语 2．作表语
(Attribute) (Predicative)
3．作宾语补足语 (Object Complement)
4．作状语
(Adverbial)
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Revise the Past Participle
[学习目标]重点：理解和掌握过去分词在句子中所作的成分
难点：过去分词与现在分词的区别
StepⅠ观察与总结:
Part1. a broken vase fallen leaves an injured player
Last week we saw a play written by Bernard Shaw.
★小结：
过去分词可用来修饰________(动词/名词)，作________(表语/定语/宾补)，单个单词放在所修饰词______，分词短语放在所修饰词_______。
Part 2 1. The staff in the office are excited.
2. The glass is broken.
3. The audience in the theater are shocked.
★小结:过去分词放在__________(名词/系动词)之后，作_______(表语/定语/宾补)，表示主语的_____________(动作\心理\状态)
Part3. 1. We saw the store robbed by two men.
2. The beautiful girl had her hair cut last night.
3. The angry couple are trying to make themselves heard.
★小结:过去分词紧跟在_______(谓语/宾语)之后作____________，用于补充或者完整宾语的含义，过去分词与宾语存在________(主动/被动)关系。
Part 4. 1. Seen from space, the earth looks like a big blue ball.
2. Moved by the film, he started crying.
3. Heated, water changes into steam.
4. Defeated again, he didn’t lose heart.
5. The professor went into the courtyard, followed by his wife.
★小结: 1. 除了做定语、表语和宾补，过去分词还可以作_______，具体为_______、______、______、_______、和___________状语等。
2.过去分词做状语，从句的逻辑主语与主句的_______一致，表示________ (主动/被动)含义。
Step Ⅱ Make a comparison between the past participle and the present participle
1. I found my apple eaten by a worm.
2. I found a worm eating my apple.
3. The blouse washed by the girl looks very clean.
4. The girl washing the blouse is very pretty.
5. Seen from space, the earth looks small.
6. Seeing the present, the girl is very happy.
★小结:
过去分词(-ed)表示_________(主动\被动；动作进行\完成), 现在分词(-ing)表示________(主动\被动；动作进行\完成)
7. We get excited when we see this exciting photo.
★小结: 与情感有关的单词: 过去分词(-ed)修饰_______(人/ 物)，现在分词(-ing)修饰_______(人/ 物)。
如：_________, ____________, ___________等
Step ⅢConsolidation and Conclusion
A. Consolidation 用适当的非谓语动词形式填空
1. She caught the student _______ (cheat) in exams.
2. When I got there, I found him _________ (repair) farm tools.
3. When I got there, I found the farm tools _______.(repair)
4. Just then he heard someone _______(call) for help.
5. He worked so hard that he got his pay ______.(raise)
6. The missing boys were last seen _______(play) near the river.
7. ___________(compare) with the old one, the new building looks more beautiful.
8. The workers had the machines _______(run) all night long to finish the work on time.
9. People in the south have their houses ______(make) of bamboo.
10. _______(lose) in thought, he almost ran into the car in front of him
高考英语试题—非谓语动词专练
1. Lots of rescue workers were working around the clock, ________ supplies to Yushu, Qinghai Province after the earthquake. (福建卷第25题)
A. sending
B. to send
C. having sent
D. to have sent
2. In April, thousands of holidaymakers remained _______ abroad due to the volcanic ash cloud. (福建卷第34题)
A. sticking
B. stuck
C. to be stuck
D. to have stuck
3. Mrs. White showed her students some old maps ______ from the library. (全国卷第27题)
A. to borrow
B. to be borrowed
C. borrowed
D. borrowing
4. Though ________ to see us, the professor gave us a warm welcome. (全国卷Ⅱ第11题)
A. surprising
B. was surprised
C. surprised
D. being surprised
5. _______ at my classmates’ faces, I read the same excitement in their eyes. (北京卷第21题)
A. Looking
B. Look
C. To look
D. Looked
6. Alexander tried to get his work ________ in the medical circles. (辽宁卷第35题)
A. to recognize
B. recognizing
C. recognize
D. recognized
7. The lawyer listened with full attention, _________ to miss any point. (四川卷第17题)
A. not trying
B. trying not
C. to try not
D. not to try
8. His first book _______ next month is based on a true story. (陕西卷第19题)
A. published
B. to be published
C. to publish
D. being published
9. Listen! Do you hear someone ______ for help? (湖南卷第21题)
A. calling
B. call
C. to call
D. called
10. ______ from the top of the tower, the south foot of the mountain is a sea of trees. (陕西卷第16题) A. Seen B. Seeing C. Having seen D. To see
B. Conclusion
1. 过去分词在句子中可以充当________ ________ ________和________成分。
2. 过去分词(-ed)与现在分词(-ing)的区别:
过去分词一般表示________的动作；现在分词一般表示________的动作。