必修 第三册Unit 1 Knowing me, Knowing you复习ppt课件

这是一份必修 第三册Unit 1 Knowing me, Knowing you复习ppt课件，共44页。
. 内容介绍 同学们，今天我们一起来复习非谓语动词中过去分词的知识。 在第三册第一单元的活动中，我们通过观察例句，发现并归纳出过去分词作状语的特征和用法，并能与现在分词作状语进行区分，能够建立起过去分词作状语与状语从句之间的关联，并在真实语境中运用所学知识。 同样，在第三册第二单元的活动中，我们通过观察例句，发现并归纳出过去分词作定语的特征和用法，并能与现在分词作定语进行区分，能够建立起过去分词作定语与定语从句之间的关联，并在真实语境中运用所学知识。
-ed as adverbial 过去分词作状语
-ed as attributive 过去分词作定语
Grammar Revisin（Bk 3 Unit 1 & Unit 2）-ed as adverbial 过去分词作状语-ed as attributive 过去分词作定语
Grammar Revisin （Bk 3 Unit 1）-ed as adverbial 过去分词作状语
Activity 1 （n page 5）
Lk at the sentences frm the reading passage and answer the questins.
a Disappinted by his behavir, I said all this t my best friend. b Apprached in this way, yur friendship will sn be repaired.
1. Wh was disappinted in sentence (a)?
What is apprached in sentence (b)?
“I” was disappinted in sentence (a).
“Yur friendship” is apprached in sentence (b).
a Disappinted by his behavir, I said all this t my best friend.b Apprached in this way, yur friendship will sn be repaired.
2. Why des the authr use -ed instead f -ing here?
Because -ing is used when the actin is dne by the subject f the sentence, while -ed is used when the actin is dne t the subject f the sentence. Here, bth “disappint” and “apprach” are actins dne t the subjects.
In ther wrds, when the subject f the sentence is the der, we use “-ing ”. And when the subject is the receiver, we use “-ed”. 也就是说，当逻辑主语是动作的发出者时，我们用“-ing”形式；当逻辑主语是动作的承受者时，我们用“-ed”形式。在这两句话中， “我”和“你的友谊”都是动作的承受者。因此，用过去分词。请牢记：现在分词表主动；过去分词表被动，表完成。
c. Because I was disappinted by his behavir, I said all this t my best friend.d. If it is apprached in this way, yur friendship will sn be repaired.
3. What is the difference between the tw grups f sentences?
Sentences (a) and (b) cntain -ed as adverbial while sentences (c) and (d) cntain adverbial clauses.
Cmpare them with the fllwing sentences and answer the questins.
a, b 两句用过去分词作状语；而c, d两句中使用了状语从句。
4. Why des the authr chse t use -ed instead f an adverbial clause in the reading passage?
Because -ed makes the sentences shrter and mre frmal as written language.
在书信当中使用过去分词作状语，会使句子更加简洁，也更加正式。
Grammar Revisin （Bk 3 Unit 2）-ed as attributive 过去分词作定语
Activity 1 （n page 17）
a ... Ryan had truble believing the wrds spken by his In Uganda, Ryan at last saw the finished well with his wn eyes.
1. What was spken in sentence (a)?
What was finished in sentence (b)?
The wrds were spken in sentence (a).
The well was finished in sentence (b).
2. Why des the authr use -ed instead f -ing ?
Because "the wrds" were "spken" instead f "speaking", and "the well" was "finished" instead f "finishing“. The wrds shw passive instead f active actins.
c ... Ryan had truble believing the wrds which were spken by his In Uganda, Ryan at last saw the well, which was finished, with his wn eyes.
Sentences (a) and (b) cntain -ed as attributive while sentences (c) and (d) cntain attributive clauses.
a, b 两句用过去分词作定语；而c, d两句中使用了定语从句。
4. Why des the authr chse t use -ed instead f an attributive clause in the reading passage?
Because the sentences using -ed as attributive are mre cncise and frmal.
在新闻特写中使用过去分词作定语，会使句子更加简洁，也更加正式。
过去分词，是一种动词的非谓语形式，它具有动词的一些特点，同时也具有形容词、副词的句法功能，在句中可用作表语、定语、状语和宾语补足语等，一般表示完成或被动的意思。 接下来，我们就进一步复习过去分词作状语和过去分词作定语的用法。
Underline the sentences with -ed as adverbial in the reading passage. (n page 2, 3)
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1）表示时间动词-ed形式作状语可表示时间，相当于一个时间状语从句。例如：Filled with anger, yu tend t say whatever cmes t yur mind. (当你满腔怒火的时候，你往往想到什么就说什么。）（= When yu are filled with anger, yu tend t say whatever cmes t yur mind.）
过去分词作状语主要有以下功能。
2）表示原因动词-ed形式作状语可表示原因，相当于一个原因状语从句。例如：Disappinted by his behavir, I said all this t my best friend.（因为我对他的所作所为感到失望，就把这些全部告诉了我最好的朋友。） （= Because I was disappinted by his behavir, I said all this t my best friend.)
3）表示条件动词-ed形式作状语可表示条件，相当于一个条件状语从句。例如：Apprached in this way, yur friendship will sn be repaired.（如果通过这个方式处理，你们的友谊很快就会被修复。）（=If it is apprached in this way, yur friendship will sn be repaired.）
4）表示让歩此外，动词-ed形式作状语还可表示让步，相当于一个thugh / althugh引导的让步状语从句。 例如： Exhausted by the running, they went n running after the rbber.（尽管已经跑得筋疲力尽，他们还是继续追赶着那个强盗。）（=Althugh they were exhausted by the running, they went n running after the rbber.)
注意：过去分词在句中作状语时一般情况下其逻辑主语与主句的主语一致。
Underline the sentences with -ed as attributive in the reading passage. (n page 14, 15)
过去分词作定语的具体用法如下。
1. 单个分词作定语，通常情况下置于被修饰的名词之前,常表示已经完成的动作（或没有一定时间性的动作）。例如：In Uganda, Ryan at last saw the finished well with his wn eyes.（在乌干达，Ryan终于亲眼见到了已经完工的井。）
2. 若被修饰的代词为thse, smething, everything, nthing等，则过去分词要放在其后。例如：He is ne f thse invited.（他是受邀人之一。）
3. 过去分词短语作定语，置于所修饰的名词之后。例如：What they needed was a well dug near their hmes.（他们需要的是一口离家不远的井。）
4. 当过去分词或过去分词短语位于被修饰的名词之后时，往往可用定语从句替代。例如：Ryan had truble believing the wrds spken by his teacher.（瑞安难以相信老师说的话。）(=Ryan had truble believing the wrds which were spken by his teacher.)
Here, we have a plt summary f the film “Inside Out”. A girl called Riley is trying t deal with her five emtins. Read the plt summary and chse the crrect frm f the wrds.
Activity 3 in Unit 1 (n page 5).
Inside Out is an animated film abut the five emtins f a girl called Riley: Jy, Sadness, Fear, Disgust and Anger. Influencing / Influenced mainly by Jy, mst f Riley’s memries are happy nes.
Believing / Believed that she is Riley’s mst imprtant emtin, Jy always tries t take the lead. Preventing / Prevented frm playing her rle in Riley’s emtinal develpment, Sadness feels annyed. When Riley mves t a new city, she has a hard time adjusting t her new surrundings. Sadness wants t d her duty but by accident causes the lss f Riley’s happy cre memries with Jy.
Nw separating / separated frm her friends and her belved hckey team, Riley starts t feel lst and helpless, and wants t run away frm her parents and new schl. Wrried abut her, Jy and Sadness try t wrk tgether t ensure she gets her cre memries back. Eventually, realising / realised that every emtin has a rle, Jy understands it is kay fr Riley t feel sad smetimes. Accepting sadness as part f life helps Riley deal with the emtinal cmplexity f grwing up, and settle dwn in her new life.
Activity 3 in Unit 2 (n page 17 ).
Actually, besides Ryan’s fundatin, there are many ther charities all ver the wrld. One f the mst famus is the United Natins Children’s Fund, the shrt frm is UNICEF.
Anne fund herself in an embarrassing situatin because f her wrng decisin. Can yu rewrite the underlined sentences with the -ed frm?
Activity 2 in Unit 1 (n page 5).
Rewrite the underlined sentences with the -ed frm.
Last week, attracted by a particular article in a magazine, Anne bught it.
Praised in class, Anne felt happy as well as ashamed.
Shcked by the decisin, Anne did nt knw what t d.
Activity 2 in Unit 2(n page 17).
Tw students are discussing abut Ryan’s fundatin. Can yu help them t make their language simpler? Please rewrite the underlined sentences using the -ed frm.
Ryan is a yung man admired by a lt f peple.
The mney raised by his fundatin supprts schls and cmmunities in Africa.
As in the wrds spken by Ryan, we need t nt nly dnate mney but als get new ideas.
I think the supprt needed includes new technlgy fr recycling water and educatin n hw t use and save water.
1.Please intrduce a charity using -ed as adverbial and grammar pints learned in this perid.
Tday, we’ve reviewed the grammar part f Unit1&Unit 2, “ -ed as adverbial” 过去分词作状语; and “ -ed as attributive ”过去分词作定语。Please keep them in mind. I hpe this micr-class will be helpful t yu. Thanks fr watching, see yu next time!