高中英语人教版选修8Unit4PygmalionGrammar教案(系列二)
人教版高中英语选修8 Unit 4 Pygmalion 全单元教案
Unit 4 Pygmalion Ⅰ. 单元教学目标Ⅱ. 目标语言Ⅲ. 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。
语法部分重点学习过去分词作状语的用法。
1.1Warming Up 是三幅描述希腊神话故事Pygmalion主要情节的图画。
要求学生根据图片提示，联系已有知识，再现这个美丽的神话故事，并能就此话题展开讨论。
1.21.2 Pre-reading中所列三个问题，意在让学生提炼萧伯纳戏剧与希腊神话故事所反映的共同主题，并初步酝酿可能出现的故事情节。
1.3 1.3 Reading讲述了发生在伦敦剧院外的一幕。
主要人物有Eliza, Higgins,Pickering。
Eliza原是伦敦市的一名卖花女，在一次偶然的情况下遇见了以能听懂别人口音而自傲的Professor Higgins。
Professor Higgins与Colonel Pickering打赌，说他能将口音其糟无比，讲话粗鲁的Eliza改造成能讲标准英文的淑女。
Eliza就住在Professor Higgins的家中，受了一阵子语言训练。
最后两人认为已经训练有成，便带Eliza到一个盛大的宫廷舞会。
在场的人都不知道Eliza的出身。
女王还对Eliza大加赞赏。
Professor Higgins自傲于自己的成功，完全忽略了Eliza的感受。
Eliza盛怒之下，离开了Higgins。
她走之后，Higgins才发现不能没有她。
最后Eliza回到了Professor Higgins身边。
两人言归于好。
剧中Higgins教授希望把一个街头卖花的姑娘转变成一个有修养的能跻身上流社会的人。
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。
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。
高中英语人教版选修8Unit4PygmalionUsinglanguage教案(系列二)
选修八Unit4 PygmalionPeriod4 Using languageSpeaking and writingTeaching 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 theman taking notes was Professor Higgins who said that he could change a 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 DiscussionAsk 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 not only 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 someone invite 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. Dance, 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! Is 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.。
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,”。
高中英语人教版选修8学案Unit4Pygmalion第二课时
一、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.二、新知应用1.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.(P30)可是,先生(自豪地),一旦那个女孩被教会说正确的英语,她就能够在三个月后在一位大使举办的舞会上冒充一位女公爵。
【词语拓展】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. And I came to England to make your acquaintance !(P30)我也正是到英国来找你的。
人教新课标高二英语选修八教案：Unit4+Pygmalion+课文解析.doc
人教新课标高二英语选修八教案：Unit4+Pygmalion+课文解析.doc课文解析1. There！There！Who’s hurting you, you silly girl? What do you take me for? 好啦！好啦！谁伤害你了，你这个傻姑娘？你把我当成什么了？(P29)【要点提示1】there 作叹词，表示安慰，胜利，沮丧等。
如：There！What did I tell you？瞧！我怎么跟你说的？There！Ｔhere！You’ll soon feel better. 好啦！好啦！你呆一会儿就好了。
【要点提示2】take v. 假定，认为，常用于take ... for ... 把……当作/ 看作……。
如：Do you take me for a fool? 你以为我是傻瓜吗？I took you to be an honest man. 我原以为你是诚实的人。
【归纳拓展】take things easy 别紧张，放宽心；take sth seriously 认真对待某事；take ... lightly 不把……当回事。
2. There you are and you come from the west end of London, born in Lisson Grove if I’m not mistaken. 是这样吧！如果我判断不错的话，你来自伦敦西区，生于里斯恩格罗夫。
(P29)【要点提示】mistaken adj. 见解错误的，判断错误的。
如：You are completely mistaken. 你完全弄错了。
【归纳拓展】mistake n. 错误；失误，误会；v. 弄错，误解，误会；make a mistake 出错；by mistake 错误地；mistake ... for ... 误将……认作……。
如：I must have mistaken your meaning. 我一定误会你的意思了。
人教选修8 Unit 4 Pygmalion(Revision)教学设计
选修8 Unit 4 Pygmalion（Revision）教学设计本节课是本单元的复习课。
主要分为四个部分主要内容，1.导入环节，通过观看视频及提问问题Besides phonetics(Professor Higgings),what do you think should be done to change yourself into a lady？成功的吸引了学生的注意力，并导入本节课的中心.2.基础知识复习部分，通过复习，既让学生掌握本单元的重点单词，短语，句式，又要让学生通过语言实践活动来体验语言，提升综合语言运用的能力。
3.知识点环节，讲解本单元的两个重点句式，知识点之后的链接高考题型，既能让学生练习了本单元的最重要的知识点，也让我们的这节课直接为高考服务。
4.最后的Speaking环节，让学生了解什么是Pygmalion Effect，并把此效应应用在日常的学习生活中。
以此不断激励自己，增强学生挑战新生活的信心。
课文教学案：选修8Unit 4 PygmalionLearning aims:1.Review some important word , phrases and structures.2.Learn to use them freely.e “Pygmalion Effect” to inspire yourselves.Step1:lead in Enjoy the video and have a free-talk:Besides phonetics(Professor Higgings),what do you think should be done to change yourself into a lady?Step2:【基础知识梳理】[核心单词]1．______ vt.显露出(本来面目)；背叛2．______ n．谈论；言论；评述vt.& vi.谈论；评论；说起3．________ adv.适当地；恰当地4．_______ n．一把；少量5．________ vt.俯视；忽视；不理会6．______ vt.显露出(本来面目)；背叛7．______ n．谈论；言论；评述vt.& vi.谈论；评论；说起8．________ adv.适当地；恰当地9．_______ n．一把；少量10．________ vt.俯视；忽视；不理会11．______ adj.破旧的；寒酸的12．_______ vt.谴责；使......处于不幸(不愉快)的状态13.___________ vt.&vi.不赞成；反对；认为不好[阅读单词]1．classic adj.__________________n．__________2．whistle vi.___________________n．______________3．shabby adj_______________4．troublesome adj.___________________5．outcome n．__________6．upper adj. _________7．fateful adj._________8．brilliant adj.______________9．extraordinary adj.___________10．superior adj.______________n．___________11．sob vi.___________n．_________________12．status n．______________13．plot n．_________14．authentic adj._____________________________15．antique adj._______________________________ n．________________ 16．classify vt.______________________17．alphabet n．________18．compromise n．& vi._________[短语多维应用]高频短语1．________(声音、画面)逐渐模糊；渐淡2．_________处理；应付3．______________就......来说；从......角度4．__________需要...... 5．____________震惊；惊讶6．__________________一般来说7．________再一次 8．___________伪装(的)；假扮(的) 9．___________(把某人)改变或冒充成...10．___________抢劫某人某物11．________带或领......进来/出去12．___________结识；与......相见Step3:[句式结构仿写]教材原句背诵句式仿写应用1．be of＋抽象名词Will that be of any use to you？你了解唐朝基本历史至关重要，这将肯定对你有很大帮助。
【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！。
高中英语新人教版精品教案《Unit4 Pygmalion 教学设计》
Unit 4 Pygmalion 教学设计一、学情分析1、设计教学对象：高二年级学生2、认知根底：高中二年级学生已经初步具有一定的认知能力，也掌握了一定的阅读技能和技巧；高中的学生根本上能用英语清晰地表达个人观点，准确地描述生活现象或表达个人情感。
3、心理特征：高中学生思想活泼，求知欲旺盛，学习态度明确，自我意识开展迅速并趋向成熟，独立自主性强，有一定的价值取向。
4、学习能力：高中生在阅读的过程中他们会选择性地使用相关的阅读策略；自主阅读与表达能力已有一定根底，也具备了一定的团体协作能力，并能进行有效成功的交流、合作、与讨论。
同时学生对戏剧、电影等外国文学作品十分感兴趣，而且，此时的心理已趋向成熟，自我意识明显增强，能提出具有创造性的观点。
二、教材分析本课是人教版新课标教材选修8 Unit4 Pygmalion〔Reading〕。
本课主要介绍了萧伯纳的戏剧?皮格马利翁?〔?窈窕淑女?〕，帮助学生进一步了解戏剧，了解西方文化和社会背景。
本节课是这篇阅读的第一节课，目的旨在让学生读懂文章的意思、了解文章的内容、把握文章的中心，从而提升自己的阅读能力。
在本节课，教师大胆地对教材进行整合，将整个戏剧的主要轮廓整合在一起，删减增加为教学任务效劳。
三、教学目标1〕语言知识目标：使学生会使用本单元的相关词汇讲述该故事情节，及表达自己对该故事的看法。
2〕语言技能目标：a)使学生学会克服生词障碍，通过略读，找出人物特征，理清人物关系；通过查读，捕捉文章的重要细节，分析人物性格，理解作者的写作意图；b)使学生学会运用各种猜词技巧，猜想局部生词在具体的语言环境的含义；c〕通过对文章的讲解，使学生理解皮格马利翁式的影响。
3〕情感态度与文化意识目标：a)通过对本文的学习，唤起学生对生活的关注，增强学生对文学作品的理解能力，激发学生对戏剧学习的热情，从而提高学生的文学素养；b)通过微课，让学生了解“皮格马利翁效应〞，在面对困难时不抛弃不放弃。
高中英语 Unit 4 Pygmalion Grammar学案 新人教版选修8
高中英语 Unit 4 Pygmalion Grammar学案新人教版选修8Pygmalion Grammar学案新人教版选修8【学习目标】掌握过去分词作状语的用法，并学会灵活运用过去分词。
【学习重点，难点】灵活运用过去分词解决实际问题。
【课型】语法课【回顾预习】找出课文中含有过去分词的句子并分析过去分词的作用。
_________________________________________________________ _________________________________________________________ ____________ _【新知识学习】Task1、Class Report、 Task2、 Self learning（自主学习）一、意义：过去分词作状语可表示时间、地点、原因、条件、让步、伴随等意义。
这种过去分词状语相当于于一个时间、地点、原因、条件、让步等状语从句, 若过去分词作状语,句子的主语与分词所表示的动作构成动宾关系, 即是该分词动作的承受者。
二、用法：1、过去分词作原因状语 Greatly moved by the film, they all cried、他们看了那部电影深受感动, 都哭了。
S urrounded by a group of young people, the old man felt happy、身边围着一群年轻人, 老人感到很高兴。
2、过去分词作状语, 表示伴随情况或方式。
T he trainer appeared, followed by six little dogs、训练员出现了，后面跟着六条小狗。
H e walked up and down the room, lost in thought、他在屋子时走来走去，陷入了沉思。
F illed with extraordinary strength, he raised himself、他使出全身的力气站了起来。
优质高二英语人教版选修8教案：Unit4PygmalionPeriod2 Word版含解析
Unit 4 PygmalionPeriod 2 Language 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，Prereading，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，Prereading，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。
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 ofListening task on P73.4. 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.。
高考英语总复习 Unit 4 Pygmalion教学案 新人教版选修8-新人教版高三选修8英语教学案
Unit 4 PygmalionStep 1 课前准备——单元考点自查自测1.词汇分层级识记过关2.语境活用填写过关3.经典句式背诵仿写过关4.类词巧积累事半功倍(一)分门别类攻单词——识形辨意·拓展应用(二)写用结合记短语——译写短语·语境活用(三)仿写活用练句式——经典句型·仿写背诵Step 2 课堂探究——核心考点点点突破1.重点难点考点学通练透2.归纳总结拓展开阔视野3.方法规律技巧权威点拨4.面面俱到打创高效课堂第一时段Warming up & Reading1．hesitate vi. 犹豫；踌躇[教材原句] A gentleman(G) passes and hesitates for a moment.这时有位先生(G)从这儿路过，他迟疑了片刻。
(1)hesitate to do sth. 犹豫做某事hesitate about/in/at/over 对……犹豫不决(2)hesitation n. 踌躇；犹豫without hesitation 毫不犹豫地have no hesitation in doing sth. 毫不犹豫地做某事单句语法填空①She was still hesitating ________ whether to accept the invitation.②She hesitated ________(spend) so much money on such a dress.③She picked up her handbag, ________(hesitate) and almost made it to the door.④He stopped at the turning fork, ________(hesitate) about which way to go.⑤When I need help, he always comes to help me without ________(hesitate)．句型转换⑥Without any hesitation, the old man jumped into the river to save the drowning young woman.→The old man ________________ jumping into the river to save the drowning young woman.[答案]①about/over ②to spend ③hesitated ④hesitating ⑤hesitation ⑥had no hesitation in2．remark n. 谈论；言论；评述vt. & vi. 谈论；评论；说起[教材原句] You can place a man by just a few remarks.你可以根据几句话就判定一个人来自何地。
人教高中英语选修八 单元教案Unit Four Pymalion
Unit Four Pygmalion核心词汇: garment外套, 裙袍; whistle; antique古时的, 文物, 古董; caption图片上的说明文字, 字幕, 标题, 题目; plot情节, 阴谋; outcome; status; handful一把, 少量; referee裁判员, 仲裁者; extraordinary非同寻常的, 非凡的; superior优秀的, 较高的, 上级的; fade褪色, 减弱; superior上级, 长官; rob; waist; classify编排, 分类; compromise妥协, 折衷; betray背叛; properly; overlook俯视, 忽视; condemn谴责, 使…..注定; musical音乐喜剧, 音乐的; upper级别较高的; classic经典的, 一流的; in need of; once more; in return; in amazement惊愕地; show…in…; generally speaking; fade out; pass….off as…把某人改变或冒充成; in terms of就…来说, 从…角度; make one’s acquaintance结识, 与….相见;词汇拓展: adaptation适应性, 改编本; adapt使适应, 改编, 改写; hesitate犹豫, 踌躇; hesitant迟疑地, 犹豫不定地; uncomfortable不舒服的, 不自在的; comfort; comfortably; troublesome带来麻烦的, 使人心烦的; trouble烦恼, 麻烦; brilliant光辉灿烂的, 杰出的, 才华横溢的; brilliance光辉, 光彩, 才华; remark谈论, 言论, 评述; remarkable值得注意的, 非凡的, 卓越的; acquaintance相识, 了解, 熟人; acquainted人设的, 通晓的; fortune机会, 运气; fortunate幸运的, 侥幸的; unfortunate; horrible可怕的, 恐怖的; horror恐怖, 震惊; horrify使恐怖, 惊骇;Function:1. 猜测, 推测(Conjecture): I wonder whether……; I think it’s because……; Is it possible….; Do you know if…..; Perhaps/Maybe, but…..; Do you really think that’s true?2. 情感(Emotions): Why do you think Higgins felt that? How did you feel about your first lesson? What do you think would make Eliza happier? Mrs Pearce would comfort/encourage her by…..; surprised; disappointed; worried; confused; amazed; upset; sobbing; weeping; laughing; hesitating; hopeful; uncomfortably; kindly; rudely; gently; happily; gratefully; heartily; proudly;3. 判断与评价(Judgement and evaluation):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.Grammar: 复习过去分词作状语(Revise the Past Participle as the Adverbial)1. 过去分词作状语时, 可以表示时间, 原因, 条件, 方式, 伴随等. But, Sir, (proudly) once educated to speak properly, that girl could pass herself in three months as a duchess at an ambassador’s garden party.2. 过去分词作状语, 其逻辑主语须与句子的主语一致.Now once taught by me, she’d become an upper class lady.George Bernard Shaw: Playwright, was born in 1856 in Dublin, Ireland. In 1876, he left Ireland and moved to London. At first, he wrote for newspapers and produced novels. It was not until 1891 that wrote his first play. In 1904, a theatre began to show his plays. At that time, he had written ten more plays. His major works: Arms and man武器与人, The Devil’s Disciple魔鬼门徒, Superman, Major Barbara巴巴拉少校, Androcles and the Lion安德鲁克利斯和狮子, Pygmalion;About Pygmalion: this play, based on a Greek myth, was written in 1914, when the roles of new women were changing in British society. More women began to join in the work force and had their social position. Bernard Shaw was interested in changing English spelling and felt strongly that the English should appreciate their language. It was made into film called My Fair Lady窈窕淑女.Period OneWarming up, Pre-reading, Reading and Comprehending Knowledge and skills:1. To know the meanings of some key words and phrases.2. To learn something about the play Pygmalion by Shaw.3. To develop students’reading ability by skimming and scanning the text.4. To develop students’ speaking ability about the play.Emotion, attitude and value:1. To get the students to know about the play and help them understand the fact that one’s social status can influence the way they behave to eachother.2. To develop students’ sense of cooperative learning.Teaching important and difficult points:1. To enable the students to learn about the play and develop their reading ability.2. To help students learn how talk about the play and use the play to work out the characteristics of each social group.Step 1 Warming up1. Warming up by looking and talking2. My Fair Lady: Poor cockney flower(伦敦腔) girl Eliza has to walk all streets to sell her flowers and lives on this. She draws attention of Professor Henry Higgins, who then takes a bet from Colonel Pickering that he can transform the dirty cockney flower girl into a fair, good-behavior lady, and he will also let everyone trust she really is one, too! He does, and thus young aristocrat(贵族) Freddy falls madly in love with her. But whenHiggins takes all the credit to himself and forgets to acknowledge her efforts, Eliza angrily leaves him for Freddy, and suddenly Higgins realizes he can’t really live without her and he has already fallen into love with her completely! Finally, Eliza comes back to Higgins.Step 2 Pre-readingRead the information on the main characters in Reading.1) How many characters are there in the play? And who are they?__________________________________________________________. Step 3 Reading and comprehending1. Fast reading:1) What is the main idea of the play?A. The poor flower girl, Eliza, found Higgins to buy some flowers for her.B. A person’s language and behavior decide his/her position in society.C. Colonel Pickering found Higgins outside a theater of London.D. Higgins made his acquaintance with Pickering.2) This text is mainly about the first experience of Eliza meeting with ______?A. Professor HigginsB. Colonel PickeringC. Professor Higgins and Colonel PickeringD. a gentleman3) Eliza greeted to the gentleman in order to ______.A. ask him to buy some flowers from herB. talk with himC. ask him to teach herD. beg some money from him4) Why Eliza began to cry?A. she thought Professor Higgins would arrest herB. the gentleman didn’t give her some moneyC. Pickering beat and scolded herD. there was no reason5) Professor Higgins believed that he could judge a person by _____.A. his appearanceB. his actionC. his conversationD. his manners6) From the text, we can infer that Professor Higgins is a man described below except that ________.A. he doesn’t care about moneyB. he is an expert in phoneticsC. he is proudD. he is greedy2. Detailed reading:1) Ask students to read the text carefully to get some specific information and do the true or false questions.( ) When the play begins, it is pouring with rain.( ) Eliza is a well-educated woman.( ) Professor Higgins makes notes of what Eliza said because he was a policeman.( ) The newly rich are all well-educated men.2) Ask students to scan for detailed information to do the multiple choices.○1The flower girl was worried because _______.A. she thought she did something wrongB. she didn’t have the right to sell flowersC. she didn’t want Higgins to write down what she saidD. she thought Higgins was a policeman in disguise○2From her ______, Higgins got to know the girl came from the westend of London.A. clothesB. languageC. lookD. job of selling flowers ○3According to Higgins, if the flower girl was educated well to speakproperly, she can do the following except _______.A. pass herself off in three months as a duchess at an ambassador’s garden partyB. serve as a lady’s maidC. become a shop assistantD. sell more flowers3) Read the passage again and answer the following questions:○1What is Eliza’s ambition and what does she decide to do about it?_______________________________________________________. ○2Can you recognize Higgins’social position by his behavior andlanguage? Is he from the upper class, middle class or lower class? Give your reasons._________________________________________________________. Step 4 Language study1. convince(从情感上)使确信, 使信服, 说服; convince sb / oneself of 短语或that从句:使坚信…., 使…确信…; be convinced of短语或that从句: 坚信…, 确信….;I don’t think her forced smile will convince her father that she lives happily.我认为她的强颜欢笑不会让她父亲相信她生活得很快乐.We are convinced of her guilt. = We are convinced that she was guilt.我确信她有罪.Your argument is too weak to convince me.Can you persuade her out of her foolish plans?The clerk is always able to coax the customers into good humor.那个售货员总是能够把顾客哄得高高兴兴的.Our neighbors have _____ us to have the same kind of carpeting as they have.A. persuadedB. insistedC. convincedD. suggested2. hesitate to do sth做某事犹豫不决, 迟疑, 踌躇; hesitate about doing sth; don’t hesitate to do sth毫不犹豫地做某事; without hesitation毫不犹豫地; have no hesitation in doing sth毫不犹豫地做某事;After a slight hesitation, he began to speak.He accepted the invitation without hesitation.He had no hesitation in accepting the offer.Whenever his classmates invite him to their birthday party, he has no hesitation in accepting (毫不犹豫地接受) the invitation. (have)3. be mistake in doing sth干某事是错误的; be mistaken about sth弄错; by mistake错误地; If I’m not mistaken, that’s the man we saw on the bus.I was mistaken about her age.The ancients were mistaken in believing that the earth was flat.I must have mistaken your meaning / what you said.She is often mistaken for her twin sister.We must try to learn from our mistakes.It was a mistake buying that house.It’s my fault that we are late.She is so clever that I feel rather at a(n) ______ talking to her.A. advantageB. disadvantageC. mistakeD. error4. classify分类, 归类, 编排; classify…..according to sth按/根据….进行归类; classify….into….把….分成….; classify…..as…把….归类于….; The books in the library are classified according to subject.图书馆的书是按照科目来分类的.I’d rather classify his novel as science fiction.我宁愿把他的小说归类于科幻小说.Would you classify her novels as serious literature or other/To write arranged essay you must first organize your ideas logically.要写好文章, 你必须先从逻辑上理顺思绪.I have arranged that one of my staff will meet you at the airport.We must sort out the good apples from the bad ones.The remarkable _________ of life on the Galapagos Island inspired Charles Darwin to establish his theory of evolution.A. classificationB. varietyC. densityD. diversion5. betray出卖, 背叛, 泄露秘密, 露出迹象;I won’t betray his trust. 我不能辜负他的期望.His face betrayed that he was angry.She was betrayed by her own enthusiasm.她因过分热情而漏出了马脚.Quite a lot of people will betray themselves when tempered by money. 相当多的人面对金钱的诱惑变原形毕露.The murder disguised himself as a priest, therefore many local people were _____ into thinking that he was a good person.A. betrayedB. drivenC. deceivedD. convinced6. condemn征用; 谴责; condemn sb/sth for (doing sth)因…而谴责/指责…..; condemn sb to death (=sentence b to death)判某人死刑; be condemned to判以…刑, 使…..注定; condemn sb to do sth迫使某人做某事;He was widely condemned for his bad behavior.They have been condemned to life imprisonment. 他们被判终身监禁. Her illness condemned her to be inn bed all the time.她的病迫使她一直卧床.The house has been condemned for the use of public welfare.那座房子已被征用作公共福利事业用了.As long as you do what you can, no one will accuse you even if you failit in the future. 只要你尽力而为, 即使将来失败也没有人会指责你.He said the government was partly to ______ for the recent violence because it was unable to solve the nation’s problem.A. blameB. condemnC. accuseD. charge7. pass…..off as…..把某人改变或冒充成; pass off事件发生, 痛苦或危机等结束; pass sth off不注意; pass through通过, 穿过; pass by从旁边经过; pass out昏倒, 失去知觉; pass…on to…把….传递给….; pass away去世; pass over忽略; pass down传给后世;He passed him off as her husband.Alice was very sorry to hear that her grandfather had _____ the day before.A. broken offB. passed offC. given awayD. passed away8. acquaint使熟悉, 使了解; be acquainted with认识, 熟悉…; acquaintance相识, 了解, 熟悉; make sb’s acquaintance = make the acquaintance of sb结识某人; have a passing acquaintance with对…有肤浅的了解; have some acquaintance with懂一点…..; have no acquaintance with不熟悉…..; have a nodding acquaintance with与某人有点头之交, 对某事物略知一二;I made the acquaintance of several musicians around that time.大约在那段时间, 我结识了几位音乐家.I have never made his acquaintance. 我与他素昧平生.I have some acquaintance with Japanese. 我懂一点日语.You first need to acquaint yourself with the filing system.你首先需要熟悉文件的归档方法.Jane doesn’t have much acquaintance _______ music, but she has a wide knowledge _______ painting.A. of; aboutB. with; aboutC. with; ofD. of; of9. frankly speaking坦率地说; honestly speaking老实话, 说实话; strictly speaking严格地说; to tell the truth说实话; judging from从….来看; generally speaking一般来讲, 总体上讲;10. rob抢, 抢劫; robbery抢劫案; rob sb/ sp of sth抢某人或某地某东西; steal sth from sb/sp从某人或某地偷东西; cheat sb (out) of sth骗某人某东西;The tomb was robbed of its treasures. 坟墓的财宝被洗劫一空.The bank is reported in the local newspaper to have been robbed (被抢劫) in broad daylight yesterday.11. superior优秀的, 优等的, 上级的, 长官, 优胜者; be senior to比….级别或地位高; be junior to 比….地位或级别低; be inferior to比…低等或差; have a good/ bad fortune运气好/运气不好; try one’s fortune碰运气; seek one’s fortune找出路, 碰运气; tell one’s fortune算命; a change of fortune时来运转; come into a fortune继承大笔遗产; make one’s fortune发大财; spend / pay / cost a fortune花很多钱;These goods are of superior quality.He smiled a superior smile as he drove past in his expensive new car.他开着那辆昂贵的新车驶过时, 傲慢地微微一笑.This carpet is superior to that one in quality.Among novelists perhaps only Tolstoy is his superior.It was his good fortune to take over the company at the right time.He decided to go to America to try his fortune.I am delighted with my change of fortune.The little girl came into a fortune after her uncle died.She dreamed of making a fortune.12. depend on依赖, 信赖, 依….而定, 取决于;All living things depend on the sun for their growth.That depends on how you solve the problem.Our success depends on whether everyone works hard or not.You may depend on it that he will join our club.Fortune smiles on me. 我交了好运.Beethoven is my favorite musician. I regard him as ______ other musicians.A.superior toB. more superior thanC. more superior toD. superior tan13. in return for sth作为对….的汇报, 作为对…..的交换; in response to作为对…..的反应或回应;He bought her a box of chocolate in return for her help.He sold his soul in return for power and money.他出卖灵魂以换取权利和金钱.Stressful environments lead to unhealthy behaviors such as poor habits, which ____ increase the risk of heart disease.A.in turnB. in returnC. by chanceD. by turns补充练习:1) ----How do you deal with their objections to our plan?----I think we can safely _____ them since our plan is made on a scientific basis.A. dismissB. approveC. distributeD. disgust2) The teacher encourages her students to ______ the dictionary when they can’t figure out the meaning of a word through the context.A. come overB. turn toC. come upD. approve of3) From his _____ look, we can decide that he has come across _____ problem.A. puzzling; troubledB. puzzling; troublingC. puzzled; troublesomeD. puzzled; troubled4)I heard that a burglar (窃贼) broke into my room last night in ______.I couldn’t believe my eyes.A. peaceB. silenceC. amazementD. excitement5) He took pieces of another author’s works, changed them a little, and then tried to _____ them his own ideas.A. pass; off asB. past; as toC. devote; toD. pass; as for6) Amy said she didn’t care about the final result after she knew the scores of the entrance examination, but her eyes ______ her secret sadness.A. announcedB. explainedC. betrayedD. clarified7) Keep in mind ______ you want others to respect you, you must respect others first.A. what ifB. that ifC. if whenD. when if8) In fact, the social and political ______ of Negroes was worsened, while their economic status was only slightly improved.A. status (地位, 身份)B. statueC. statisticsD. standard9) Industrial ______ continues to fall with production down more than 6% at the end of July.A. outcomeB. outlookC. outputD. outline10) By offering free access to a wide range of public facilities, our school now is a quite satisfying place for study, ______ it poor accommodation.A. apart fromB. as well asC. in addition toD. because of (Suggested answers: ABCCA CBACA)Step 5 Listening, reading aloud and understandingAsk the students to read the play aloud to the tape and let them pay attention to the pronunciation of each word and the pauses within each sentence, and also the different intonations of different persons. At the same time ask them to pay attention to the flower girl’s oral English: it isn’t standard at all, both in vocabulary and grammar. Tell them to pick out all the useful expressions or collocations from the passage while reading and copy them down in their notebooks.Collocations: be convinced that; shelter from; be of use; take….for; take down; betray oneself; condemn…to; pass…off as; make one’s acquaintance; a handful ofStep 6 Studying the language of the playKeys for reference:A good play can show what kind of people its characters are by what they say and how they behave. For example, from some sentences, we can learn about Eliza. Eliza says “Thank you, sir. Hey! I ain’t done nothing wrong by speaking to that gentleman. I’ve a right to sell flowers, I have.”The sentences show that she is respectful to people of a higher social class tan her and she is aggressive (好斗的, 有攻击性的) when defending herself.Step 7 Discussion1) In what way is Henry Higgins like Pygmalion?__________________________________________________________.2) In what way is Eliza like the statue woman?__________________________________________________________.3) How do you recognize different social classes in China? Is it through clothes, attitudes, education, jobs, or possessions?_________________________________________________________. Step 8 Homework1) Learn the useful new words and expressions.2) Write a short passage about what you can learn from Eliza’s experience.Reflection after teaching:补充练习:1)It is not socially ____ for parents to leave children unattached at that age.A. accessibleB. adorableC. adaptableD. acceptable2) Many people in developing countries do what they can to go abroad in order to try their _______.A. effortB. fortuneC. businessD. deed3) The book has been well received, but _____ actual sales, it hasn’t been very successful.A. in terms ofB. in case ofC. as a result ofD. in face of4) The workers were ____ into different groups according to their experience.A. clarifiedB. listedC. combinedD. classified5) Though he is _____ for the moment about the invitation, I believe he will accept it considering the benefits of it.A. pausingB. hesitatingC. stoppingD. wondering6) Evidence obtained from observation and experiment is often used to ______ a scientific theory.A. confirmB. concludeC. consultD. condemn (谴责)7) The world famous linguist once pointed that it’s rather difficult to translate one language into another one ________.A. properlyB. correctlyC. exactlyD. actively8) They lived in a pleasant house, with a garden, so they felt themselves ______ to anyone in the neighborhood.A. superiorB. juniorC. seniorD. equal9) I can’t remember the exact words but I couldn’t be _____ about the general outline.A. misleadingB. straightforwardC. mistakenD. curious10) If you are fortunate enough to make the ______ of a foreign native, be sure to ask them as many questions as possible on things you don’t know.A. acquaintanceB. AcknowledgementC. associationD. recognition11) The present situation is very complex, so I think it will take me some time to ____ its reality.A. make upB. figure outC. look throughD. put off12) Mr Black is an ____ in the army, not an _____ in the government. You can not easily find him in his ______.A. official; officer; officeB. officer; office; officialC. official; official; officialD. officer; official; office13) Her parents put a lot of effort into getting her _____ to a key school, believing that this will promise their daughter a bright future.A. acceptedB. receivedC. approvedD. admitted14) He packed the car outside the window _____, but the next morning he found it missing.A. as usualB. in returnC. so farD. at present15) The boy picked up a(n) ______ of stones and started throwing them at the dog.A. handfulB. mouthfulC. cheerfulD. harmful16) As a rule, all the passengers are ______ to show their tickets before getting onto the plane.A. demandedB. encouragedC. requiredD. ordered17) Last night, the bank near our school was _____ and _____ a large amount of money.A. broken into; cheated ofB. broken into; robbed ofC. broken to; robbedD. broken into; stolen of18) The professor emphasizes the dependence of theory on practice and the theory is based on practice and ______ serves practice.A. in returnB. in turnC. in detailD. in addition19) So ______ was his musical skill that he won scholarships, although he did not so well in his study.A. permanent (永久的)B. brilliantC. industrious (勤劳的)D. believable20) I once attempted to read an English translated version of the Chinese ______ novel “The Dream of Red Mansions” (红楼梦).A. popularB. ancientC. classicD. excellent21) He read the letter from his girlfriend very carefully for fear that he should ___ and details.A. neglectB. releaseC. overlookD. reveal22) We are determined to _____ our plan though it has been much ______ by the present conditions.A. affect; affectedB. affect; effectedC. effect; affectedD. effect; effected23) On their arrival, they found the people suffering the quake were _____ food and water supplies.A. in spite ofB. in honor ofC. in face ofD. in need of24) It will be hard to avoid mistakes, but we shall not allow minor mistakes to ____ us from moving boldly forward.A. discourageB. decreaseC. disturbD. disgust25) This kind of fish world ______ if men were allowed to catch as many as they wished.A. die outB. die awayC. die downD. die off26) But for a(n) ____ from my parents, I couldn’t have managed to make ends meet before I got married.A. incomeB. salaryC. allowance (津贴)D. expense27) I wonder how it ____ that Chinese climbers successfully finished the torch relay on the Mt. Qomolangma.A. came outB. came acrossC. came upD. came about28) Get a shirt one size larger than you usually wear, because this material _____ when you wash it.A. fadesB. shrinksC. recedes (减弱)D. decrease29) We must wear _____ dresses at the party so that we can stand out among the crowd.A. fancy (色彩鲜艳的)B. usualC. causalD. common30) The students can’t ______ their studies when they are hungry, so breakfast is very important.A. insist onB. consist ofC. persist inD. concentrate on (Suggested answers: DBADB AAACA BDDAA CBBBC CCDAA CDBAD)The second periodGrammar: Revise the Past Participle as the AdverbialKnowledge skills:1) To let 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.Emotion, attitude and value:1) To get students to become interested in grammar learning.2) To develop students’ ability of comparing and summarizing.Teaching important and difficult points:1) To get 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 grammar correctly.Step 1 Revision1) Check the homework in the students’ book.2) Dictate some new words and expressions.Step 2 Warming up and practicingNow once taught by me, she’d become an upper class lady.But, sir, once educated to speak properly, that girl could pass herself off in three months as a duchess at an ambassador’s garden party.Seen (= If it is seen) from the hill, the town looks beautiful.Given (= If he is given) another chance, he can do it better.Tired (= Because he was tired) from the day’s hard work, he fell asleep soon.She won’t go to the party, unless (she is) invited.Generally speaking, when (it is) taken according to the directions, the drug has no side effect.●When the past participle acts as the adverbial in the sentence, it generally function as an adverbial clause such as the clause which shows time, reason, condition, and so on and it can be replaced by an adverbial clause.●When the subject of the clause is the subject of the main sentence and there is some form of the link verb “be”, the subject and “be” in it can be committed.Step 3 Grammar practice1. 过去分词及短语作状语, 相当于一个状语从句, 可表示时间、原因、条件、让步、方式、伴随等. 过去分词与逻辑主语之间存在动宾关系, 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着, 过去分词与主语之间是动宾关系.Although (it was) built thirty years ago, the house looks very beautiful. (Although he was) Defeated again, he didn’t lose heart.(Because my uncle was) Deeply moved, my uncle thanked him again and again.(When they are) Faced with difficulties, we must try to overcome them. (If I am) Given more time, I can do it better.(Though she was) Much tired, she still kept on studying.(He was) Lost in thought, (and) he almost ran into the car in front of him. Seeing nobody at home, I decided to come again.2. 过去分词作状语时, 其逻辑主语为句子的主语, 此时应注意人称一致.Seen from the top of the hill, the city looks more beautiful to us.语法延伸:1) 状语从句改成过去分词作状语时有时还可以保留连词, 构成“连词+ 过去分词”结构作状语.When given a medical examination, you should keep calm.Whenever (he was) asked about it, he could hardly hold back his feelings.2) 过去分词作状语, 相当于状语从句, 不再用but, so, or, and, 否则重复.Known to all, (so) he was recognized easily.3) 如果过去分词的逻辑主语与句子的主语不一致, 需用独立结构或完整的句子, 也可以用一个由with / without引导的复合结构.The question settled, they went home.With everything taken into consideration, we all think this is a good suggestion.It being hot, we went for a swim.As it was hot, we went for a swim.4) 过去分词短语作时间状语, 可转换为when, while或after等引导的状语从句.(When they are) Faced with difficulties, we must try to overcome them.5) 过去分词短语作条件状语, 可转换为if, once或unless等引导的状语从句.(If we are) United we will stand; (if we are) divided we will fall.6) 过去分词短语作原因状语, 可转换为as, since或because等引导的状语从句.(As he is) Encouraged by the progress he ahs made, he works harder. 7) 过去分词短语作让步状语, 可转换为although, though或even if等引导的状语从句.Although (we were) Exhausted by the climb, we continued our journey.8) 过去分词短语作方式状语, 可转换为as if将其转换为方式状语从句, 若无连词, 则转换为并列结构.He began to cry as if (he was) bitten by a snake.9) 过去分词短语作伴随状语, 一般转换为并列结构.Aunt Wu came in, (and she was) followed by her daughter.3. Practice.1) Rewrite the sentences using the past participle as the adverbial(1) Because the film is well directed, it is well worth seeing.(2) When the hotline was put into use in April 2000, it was meant for residents reporting water and heating supply breakdowns.(3) When the museum is completed, it will be open to the public next year.(4) When these products are first introduced to the market, they enjoyed great success.2) Correct the mistakes in the following sentences.(1) If to be given more money, I will solve the problem soon.(2) Laughed at by everyone, but he had my sympathy.(3) No matter how well translated, we don’t like it.4. Do exercise in Exercise 2 and 3 in Reading useful structures on Page 33.5. Do the exercise in Using structures on Page 72.补充练习:1. 选择填空练习:1) And there, almost ______ in the big chair, sat her little brother, who never had to be told to keep quiet.A. having lostB. losingC. to be lostD. lost2) ______ and out of breath, we reached the top of the mountain and stopped _____ the beautiful scenery.A. Tiring; to admireB. Being tired; admiringC. Tired; to admireD. Tired; admiring3) _____ by the film, he didn’t go to sleep until late into the night.A. Deeply movedB. Deeply movingC. Moving deeplyD. To be moved4)_____ from space, our earth, _____ water _____ 70% of it surface, appears as a “blue globe”.。
高中英语真题-学高中英语《Unit4Pygmalion》语法教案新人教版选修8
高中英语真题:学高中英语《Unit4Pygmalion》语法教案新人教版选修8Teaching goals教学目标1. Target language 目标语言a. 重点词汇和短语in return, in trouble, in disguise, in amazement, in pain, in deligh t, in shockb. Grammar: Past participle as the adverbial.2. Ability goals 能力目标Enable the students to use the past participle as the adverbial.3. Learning ability goals 学能目标Help the students learn how to use the past participle as the ad verbial.Teaching important points 教学重难点How to use the past participle as the adverbial.Teaching methods 教学方法Task-based activities.Teaching aids 教学准备Some slides and a projector.Teaching procedures & ways 教学过程与方式StepⅠ RevisionCheck the homework.Ask the students to act out the play.T: Yesterday I asked you to prepare for the play-acting. Have you prepared? Now I want to ask three students to have a try.After they finish, make some comments on their performances. Step Ⅱ Word studyAsk the students to finish Exx. 1 and Learning about Language .Then check the answers with the class.Step Ⅲ GrammarFirst ask the students to find out the examples of the past partic iple as the adverbial in the play:Sample sentences:1. An expert in phonetics, convinced that the quality of a person ’s English decides his/her position in society. P282. But, sir, (proudly) once educated to speak properly, that girl c ould pass herself off in three months as a duchess at an ambas sador’s garden party. P30Explanation:T: The past participle as the adverbial is a very important gram mar, and it can indicate time, condition, reason, and way. We c an add when / while / if or other conjunctions before the past pa rticiple in order to make the meaning more clearly. For example :Show the following.If bitten by a snake, you should send for help and don’t walk. The room, although supposed to be kept locked, was often left open.T: Now please look at the following examples. Can you rewrite t hese sentences?Show the following.1. Given more time, we could do it better.2. Heated to a high temperature, water will change to vapour.3. Frightened by the noise in the night, the girl did not dare slee p in her room.4. Disturbed by the noise, we had to finish the meeting early.5. Seen from the hill, the park looks very beautiful.6. She walked out of the house, followed by her little daughter. Sample answers:1. When / If we were given more time, we could do it better.2. When / If it is heated to a high temperature, water will change to vapour.3. As she was frightened by the noise in the night, the girl did n ot dare sleep in her room.4. As we were disturbed by the noise, we had to finish the meeti ng early.5. When it is seen from the hill, the park looks very beautiful.6. She walked out of the house, and her little daughter followed.PracticeAsk the students to finish Parts 2 and 3 on page 33.Time permits, ask the students to finish Exercises 1 and USIN G STRUCTURES on page 73.Step Ⅳ Summary and homeworkT: What did we learn today?S: The past participle as the adverbial.T: Good. What should we pay attention to when using the past participle as the adverbial?S: The agreement between the subjects in the main clause and the past participle phrases.T: Right. After class, please finish the exercises in USING WOR DS AND EXPRESSIONS.学高中英语《Unit4Pygmalion》语法教案新人教版选修8Teaching goals教学目标1. Target language 目标语言a. 重点词汇和短语in return, in trouble, in disguise, in amazement, in pain, in delight, in shockb. Grammar: Past participle as the adverbial.2. Ability goals 能力目标Enable the students to use the past participle as the adverbial.3. Learning ability goals 学能目标Help the students learn how to use the past participle as the adverbial.Teaching important points 教学重难点How to use the past participle as the adverbial.Teaching methods 教学方法Task-based activities.Teaching aids 教学准备Some slides and a projector.Teaching procedures & ways 教学过程与方式StepⅠ RevisionCheck the homework.Ask the students to act out the play.T: Yesterday I asked you to prepare for the play-acting. Have you prepared? Now I want to ask three students to have a try.After they finish, make some comments on their performances.Step Ⅱ Word studyAsk the students to finish Exx. 1 and Learning about Language.Then check the answers with the class.Step Ⅲ GrammarFirst ask the students to find out the examples of the past participle as the adverbial in the play: Sample sentences:1. An expert in phonetics, convinced that the quality of a person’s English decides his/her positi on in society. P282. But, sir, (proudly) once educated to speak properly, that girl could pass herself off in three mo nths as a duchess at an ambassador’s garden party. P30Explanation:T: The past participle as the adverbial is a very important grammar, and it can indicate time, con dition, reason, and way. We can add when / while / if or other conjunctions before the past parti ciple in order to make the meaning more clearly. For example:Show the following.If bitten by a snake, you should send for help and don’t walk.The room, although supposed to be kept locked, was often left open.T: Now please look at the following examples. Can you rewrite these sentences?Show the following.1. Given more time, we could do it better.2. Heated to a high temperature, water will change to vapour.3. Frightened by the noise in the night, the girl did not dare sleep in her room.4. Disturbed by the noise, we had to finish the meeting early.5. Seen from the hill, the park looks very beautiful.6. She walked out of the house, followed by her little daughter.Sample answers:1. When / If we were given more time, we could do it better.2. When / If it is heated to a high temperature, water will change to vapour.3. As she was frightened by the noise in the night, the girl did not dare sleep in her room.4. As we were disturbed by the noise, we had to finish the meeting early.5. When it is seen from the hill, the park looks very beautiful.6. She walked out of the house, and her little daughter followed.PracticeAsk the students to finish Parts 2 and 3 on page 33.Time permits, ask the students to finish Exercises 1 and USING STRUCTURES on page 73. Step Ⅳ Summary and homeworkT: What did we learn today?S: The past participle as the adverbial.T: Good. What should we pay attention to when using the past participle as the adverbial? S: The agreement between the subjects in the main clause and the past participle phrases. T: Right. After class, please finish the exercises in USING WORDS AND EXPRESSIONS.。
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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。