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高中外研版 (2019)Unit 4 Stage and screen教案配套ppt课件
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这是一份高中外研版 (2019)Unit 4 Stage and screen教案配套ppt课件，共29页。PPT课件主要包含了Revision ，Activity 1，Answers，Borrowing，Enjoying，现在分词作状语，现在分词的构成等内容，欢迎下载使用。
Read the text n page 38-39 quickly and underline the sentences with v-ing.
1.Having seen quite a few prductins f Hamlet and read the play many times, I was full f cnfidence - until the Peking Opera came t twn!2.Dating back t the 18th century, Peking Opera has ver tw hundred years f histry.
3.Starting with an rchestra playing traditinal Chinese instruments, the pera brught a cmpletely new sund t my Western such techniques, the pera had transfrmed a small stage int the whle the strng emtins f lve, anger, fear and grief in the perfrmance, I culd easily recgnise the theme f Hamlet.
a Having seen quite a few prductins f Hamlet and read the play many times, I was full f cnfidence - until the Peking Opera came t twn!b the main characters cme n stage, I was surprised!
Lk at the sentences frm the reading passage and answer the questins.
1. In sentence (a), wh had seen quite a few prductins f Hamlet and read the play many times? In sentence (b), wh saw the main characters cme n stage?2. Is this structure used mre ften in spken r written English?
It’s used mre ften in written English.
Activity 1
c Since I had seen quite a few prductins f Hamlet and read the play many times, I was full f cnfidence - until the Peking Opera came t twn!d I saw the main characters cme n stage, I was surprised!
3 What is the difference between the tw grups f sentences? The first grup uses present participles as adverbial while the secnd grup uses adverbial clauses. 4 Why des the authr chse t use sentences (a) and (b) in the reading passage? The sentences frm the reading passage are mre cncise and frmal.
Activity 2
Cmplete the jurnal entry with the crrect frm f the verbs in brackets.
Activity 3
Having thught
challenging
其否定形式是“nt ding”； ding 可以带宾语或状语构成ding 短语, 没有人称和数的变化, 但有时态和语态的变化。
现在分词作状语时，通常都表示主语正在进行的另一动作，用来对谓语动词表示的动作加以修饰或作为陪衬，它可表示时间、原因、条件、让步、方式、伴随、程度和结果，相当于相对应的状语从句。现在分词作状语时, 分词的逻辑主语必须是句子的主语, 分词必须和句中的主语含有逻辑上的主谓关系, 否则不能用现在分词作状语。 【例句】Hearing the bell, the students began t enter the classrm. 听见铃声, 学生们开始走进教室。(听见的逻辑主语是学生,且“听见”和“进入”两个动作同时发生)
1、作时间状语 Seeing the plice, he made a run fr the exit. 一看到警察，他就朝出口奔去。 动词-ing形式作时间状语,相当于一个时间状语从句。 While reading the bk,he ndded frm time t time. 他看书的时候不停地点头。(= While he was reading the bk...)2、作原因状语 Being well taken care f, she recvered sn. 由于受到了很好的照顾，她身体恢复得很快。 表示原因的动词-ing形式一般置于句首,相当于一个原因状语从句。 Being ill,he culdn’t g t schl yesterday. 他昨天病了,不能上学。(= Because he was ill...)
3、作条件状语 It will take yu half an hur t get t the statin, allwing fr traffic delays. 把路上的交通延误算进去，你要用半个小时才能到车站。 动词-ing形式作条件状语,相当于一个条件状语从句。 Opening the windw,yu will see the garden belw. 打开窗户,你就能看见下面的花园。 (= If yu pen the windw,...) Turning t the left,yu will find the path leading t the park. 如果向左转,你将找到通向公园的小道。 (= If yu turn t the left,...)
4）作让步状语 Granting this t be true, we cannt explain it. 虽然我们承认这是事实，却无法予以说明。 动词-ing形式作让步状语,相当于一个让步状语从句。 Admitting what yu say,I still think yu are wrng. 虽然承认你所说的话,但我仍然认为你错了。 (=Thugh I admit what yu say...)5）作方式状语 Yu gave me such a fright creeping up n me like that! 你那样不声不响地从后面过来，吓了我一跳。 动词-ing形式表示行为方式、伴随情况或补充说明时,常置于句末,可以扩展成一个并列成分。 He was walking alng the street,lking this way and that. 他左顾右盼地在街上走着。(= and lked this way and that)
6）作伴随状语 The little by went upstairs, trailing his Teddy Bear behind him. 那个男孩走上楼去，身后拖着他的玩具熊。7）作程度状语 He was caught in the heavy rain and gt his clthes saking wet. 他淋了一场大雨，把衣服全部弄湿了。8）作结果状语 The child fell, striking his head against the dr and cutting it. 那孩子跌倒了，头碰在门上磕破了。 动词-ing形式作状语表示结果,可扩展为一个含有并列谓语的简单句。 The fire lasted nearly a mnth,leaving nthing valuable. 大火持续了近一个月,几乎没剩下什么有用的东西。 (= left nthing valuable)
现在分词的完成式作状语的使用规则
现在分词的完成式指分词所表示的动作发生在句中谓语动词所表示的动作之前。若分词所表示的动作与主语之间是主谓关系，则用having dne;若是动宾关系，则用having been dne。例如：1）在乡下工作了三年后，他学会了如何种蔬菜。 Having wrked in the cuntry fr three years, he knew hw t grw vegetables.2) 被提供了这样一个好机会，他怎么能让它浪费掉呢？ Having been given such a gd chance, hw culd he let it pass away?
分词（短语）作状语时，其逻辑主语必须与句子的主语一致。如果不一致，必须用独立主格结构来表示，也就是在分词前面加上它的逻辑主语。如： My wife had a lng talk with Sally, explaining why she didn’t want the children t play tgether。 我妻子与莎莉谈了很长时间，解释她为什么不想让孩子们在一起玩。 （现在分词explaining是句子主语my wife做的动作，它们之间是主动关系，即explaining的逻辑主语，就是句子的主语my wife。） The train having gne,we had t wait anther day. （the train逻辑主语 + having gne 既为独立主格结构）
现在分词作状语要注意的问题
分词短语做状语时，前面可以加上连词或介词，但是分词短语和句子之间不能用并列连词（如but，and），因为并列连词接的是两个并列成分，而分词短语只是全句的一个状语部分。分词和主句之间可用逗号。如: 误：Having been tld many times, but he still culdn’t understand it。正：He was tld many times, but he still culdn’t understand it。 或Having been tld many times, he still culdn’t understand it。
v-ing的一般式和完成式现在分词都可以表示先后接连发生的动作。在可能引起误解的场合应该用完成式现在分词表示先发生的动作。例如： Opening the drawer, he tk ut his wallet. =He pened the drawer and tk ut his wallet. 他打开抽屉，拿出钱包。 Having brushed his teeth, Mr. Brwn came dwnstairs fr breakfast. 布朗先生刷过牙，就下楼来吃早饭。
④分词的否定形式是在分词短语前面加上 nt, never等否定词构成。例如: Nt fearing the fire, the child tuched and gt a finger burnt. 小孩儿不知道怕火，用手去摸，把手指烫了。 ⑤ 为强调与谓语动词的动作同时发生，在-ing形式短语前可用连词when, while等；为强调在谓语动词的动作之前或之后发生,在-ing形式短语前可用连词befre或after。如： Be careful when crssing the rad. Befre ging abrad, he lived here.
在-ing形式短语前可用介词n,表示“一……就……”。如： On arriving in Beijing, he went t see his uncle. = As sn as he arrived in Beijing, he went t see his uncle.为了强调结果，可在-ing形式前加副词thus，如： The bus was held up by the snwstrm, thus causing the delay. = The bus was held up by the snwstrm, and as a result it caused the delay.在-ing 形式短语前可用thugh/althugh表示让步，如： Thugh wrking very hard, he culdn’t make enugh mney t pay ff his debt. = Thugh he wrked very hard, he culdn’t make enugh mney t pay ff his debt.
Activity 4
What d yu knw abut these types f TV prgramme?Can yu think f sme examples f each type?
Activity 5
Read and match the descriptins t the types f TV prgramme in Activity 4. Underline the wrds and expressins describing them.
Wrk in pairs. Talk abut yur favurite TV prgramme using the wrds and expressins yu have learnt.A: What’s yur favurite TV prgramme?B: My favurite TV prgramme is… It’s a…A: Why d yu like it?…
Activity 6
Brief intrductin abut Glastnbury Festival
Activity 7
Listen t the cnversatin and chse the crrect mem.
1Meet at Lndn PaddingtnTake a train t Castle CaryStay in a htel fr fur nightsTake a rain jacket and fd
2Meet at Lndn VictriaTake a cach t Castle CaryCamp fr fur nightsTake a tent and a rain jacket
3Meet at Lndn VictriaTake a cach t the festival siteCamp fr fur nightsTake a tent and an umbrella
Activity 8
Listen again and cmplete the flyer.Nw talk abut hw Jsh makes arrangements. Listen again if necessary.Intrduce Jsh’s arrangements by referring t the mem and the flyer, using sme linking wrds in rder t be mre rganised.
24; 28Lndn Paddingtn; £70.40Lndn Victria; £3010:00 am10:30 pm
When making an arrangement t a perfrmance, take the fllwing basic elements int accunt. basic elements fmaking an arrangement t a perfrmance
the time f the perfrmancethe place f the perfrmancethe time t meet with each therthe place t meet with each therthe means f transprt t the perfrmanceaccmmdatinsme persnal necessities……
Activity 9
Activity 10
Wrk in pairs. Act ut the cnversatin abut making arrangements t g t a cmedy shw. Student A: Turn t Page 82.Student B: Turn t Page 86.
Read the text n page 38-39 quickly and underline the sentences with v-ing.
1.Having seen quite a few prductins f Hamlet and read the play many times, I was full f cnfidence - until the Peking Opera came t twn!2.Dating back t the 18th century, Peking Opera has ver tw hundred years f histry.
3.Starting with an rchestra playing traditinal Chinese instruments, the pera brught a cmpletely new sund t my Western such techniques, the pera had transfrmed a small stage int the whle the strng emtins f lve, anger, fear and grief in the perfrmance, I culd easily recgnise the theme f Hamlet.
a Having seen quite a few prductins f Hamlet and read the play many times, I was full f cnfidence - until the Peking Opera came t twn!b the main characters cme n stage, I was surprised!
Lk at the sentences frm the reading passage and answer the questins.
1. In sentence (a), wh had seen quite a few prductins f Hamlet and read the play many times? In sentence (b), wh saw the main characters cme n stage?2. Is this structure used mre ften in spken r written English?
It’s used mre ften in written English.
Activity 1
c Since I had seen quite a few prductins f Hamlet and read the play many times, I was full f cnfidence - until the Peking Opera came t twn!d I saw the main characters cme n stage, I was surprised!
3 What is the difference between the tw grups f sentences? The first grup uses present participles as adverbial while the secnd grup uses adverbial clauses. 4 Why des the authr chse t use sentences (a) and (b) in the reading passage? The sentences frm the reading passage are mre cncise and frmal.
Activity 2
Cmplete the jurnal entry with the crrect frm f the verbs in brackets.
Activity 3
Having thught
challenging
其否定形式是“nt ding”； ding 可以带宾语或状语构成ding 短语, 没有人称和数的变化, 但有时态和语态的变化。
现在分词作状语时，通常都表示主语正在进行的另一动作，用来对谓语动词表示的动作加以修饰或作为陪衬，它可表示时间、原因、条件、让步、方式、伴随、程度和结果，相当于相对应的状语从句。现在分词作状语时, 分词的逻辑主语必须是句子的主语, 分词必须和句中的主语含有逻辑上的主谓关系, 否则不能用现在分词作状语。 【例句】Hearing the bell, the students began t enter the classrm. 听见铃声, 学生们开始走进教室。(听见的逻辑主语是学生,且“听见”和“进入”两个动作同时发生)
1、作时间状语 Seeing the plice, he made a run fr the exit. 一看到警察，他就朝出口奔去。 动词-ing形式作时间状语,相当于一个时间状语从句。 While reading the bk,he ndded frm time t time. 他看书的时候不停地点头。(= While he was reading the bk...)2、作原因状语 Being well taken care f, she recvered sn. 由于受到了很好的照顾，她身体恢复得很快。 表示原因的动词-ing形式一般置于句首,相当于一个原因状语从句。 Being ill,he culdn’t g t schl yesterday. 他昨天病了,不能上学。(= Because he was ill...)
3、作条件状语 It will take yu half an hur t get t the statin, allwing fr traffic delays. 把路上的交通延误算进去，你要用半个小时才能到车站。 动词-ing形式作条件状语,相当于一个条件状语从句。 Opening the windw,yu will see the garden belw. 打开窗户,你就能看见下面的花园。 (= If yu pen the windw,...) Turning t the left,yu will find the path leading t the park. 如果向左转,你将找到通向公园的小道。 (= If yu turn t the left,...)
4）作让步状语 Granting this t be true, we cannt explain it. 虽然我们承认这是事实，却无法予以说明。 动词-ing形式作让步状语,相当于一个让步状语从句。 Admitting what yu say,I still think yu are wrng. 虽然承认你所说的话,但我仍然认为你错了。 (=Thugh I admit what yu say...)5）作方式状语 Yu gave me such a fright creeping up n me like that! 你那样不声不响地从后面过来，吓了我一跳。 动词-ing形式表示行为方式、伴随情况或补充说明时,常置于句末,可以扩展成一个并列成分。 He was walking alng the street,lking this way and that. 他左顾右盼地在街上走着。(= and lked this way and that)
6）作伴随状语 The little by went upstairs, trailing his Teddy Bear behind him. 那个男孩走上楼去，身后拖着他的玩具熊。7）作程度状语 He was caught in the heavy rain and gt his clthes saking wet. 他淋了一场大雨，把衣服全部弄湿了。8）作结果状语 The child fell, striking his head against the dr and cutting it. 那孩子跌倒了，头碰在门上磕破了。 动词-ing形式作状语表示结果,可扩展为一个含有并列谓语的简单句。 The fire lasted nearly a mnth,leaving nthing valuable. 大火持续了近一个月,几乎没剩下什么有用的东西。 (= left nthing valuable)
现在分词的完成式作状语的使用规则
现在分词的完成式指分词所表示的动作发生在句中谓语动词所表示的动作之前。若分词所表示的动作与主语之间是主谓关系，则用having dne;若是动宾关系，则用having been dne。例如：1）在乡下工作了三年后，他学会了如何种蔬菜。 Having wrked in the cuntry fr three years, he knew hw t grw vegetables.2) 被提供了这样一个好机会，他怎么能让它浪费掉呢？ Having been given such a gd chance, hw culd he let it pass away?
分词（短语）作状语时，其逻辑主语必须与句子的主语一致。如果不一致，必须用独立主格结构来表示，也就是在分词前面加上它的逻辑主语。如： My wife had a lng talk with Sally, explaining why she didn’t want the children t play tgether。 我妻子与莎莉谈了很长时间，解释她为什么不想让孩子们在一起玩。 （现在分词explaining是句子主语my wife做的动作，它们之间是主动关系，即explaining的逻辑主语，就是句子的主语my wife。） The train having gne,we had t wait anther day. （the train逻辑主语 + having gne 既为独立主格结构）
现在分词作状语要注意的问题
分词短语做状语时，前面可以加上连词或介词，但是分词短语和句子之间不能用并列连词（如but，and），因为并列连词接的是两个并列成分，而分词短语只是全句的一个状语部分。分词和主句之间可用逗号。如: 误：Having been tld many times, but he still culdn’t understand it。正：He was tld many times, but he still culdn’t understand it。 或Having been tld many times, he still culdn’t understand it。
v-ing的一般式和完成式现在分词都可以表示先后接连发生的动作。在可能引起误解的场合应该用完成式现在分词表示先发生的动作。例如： Opening the drawer, he tk ut his wallet. =He pened the drawer and tk ut his wallet. 他打开抽屉，拿出钱包。 Having brushed his teeth, Mr. Brwn came dwnstairs fr breakfast. 布朗先生刷过牙，就下楼来吃早饭。
④分词的否定形式是在分词短语前面加上 nt, never等否定词构成。例如: Nt fearing the fire, the child tuched and gt a finger burnt. 小孩儿不知道怕火，用手去摸，把手指烫了。 ⑤ 为强调与谓语动词的动作同时发生，在-ing形式短语前可用连词when, while等；为强调在谓语动词的动作之前或之后发生,在-ing形式短语前可用连词befre或after。如： Be careful when crssing the rad. Befre ging abrad, he lived here.
在-ing形式短语前可用介词n,表示“一……就……”。如： On arriving in Beijing, he went t see his uncle. = As sn as he arrived in Beijing, he went t see his uncle.为了强调结果，可在-ing形式前加副词thus，如： The bus was held up by the snwstrm, thus causing the delay. = The bus was held up by the snwstrm, and as a result it caused the delay.在-ing 形式短语前可用thugh/althugh表示让步，如： Thugh wrking very hard, he culdn’t make enugh mney t pay ff his debt. = Thugh he wrked very hard, he culdn’t make enugh mney t pay ff his debt.
Activity 4
What d yu knw abut these types f TV prgramme?Can yu think f sme examples f each type?
Activity 5
Read and match the descriptins t the types f TV prgramme in Activity 4. Underline the wrds and expressins describing them.
Wrk in pairs. Talk abut yur favurite TV prgramme using the wrds and expressins yu have learnt.A: What’s yur favurite TV prgramme?B: My favurite TV prgramme is… It’s a…A: Why d yu like it?…
Activity 6
Brief intrductin abut Glastnbury Festival
Activity 7
Listen t the cnversatin and chse the crrect mem.
1Meet at Lndn PaddingtnTake a train t Castle CaryStay in a htel fr fur nightsTake a rain jacket and fd
2Meet at Lndn VictriaTake a cach t Castle CaryCamp fr fur nightsTake a tent and a rain jacket
3Meet at Lndn VictriaTake a cach t the festival siteCamp fr fur nightsTake a tent and an umbrella
Activity 8
Listen again and cmplete the flyer.Nw talk abut hw Jsh makes arrangements. Listen again if necessary.Intrduce Jsh’s arrangements by referring t the mem and the flyer, using sme linking wrds in rder t be mre rganised.
24; 28Lndn Paddingtn; £70.40Lndn Victria; £3010:00 am10:30 pm
When making an arrangement t a perfrmance, take the fllwing basic elements int accunt. basic elements fmaking an arrangement t a perfrmance
the time f the perfrmancethe place f the perfrmancethe time t meet with each therthe place t meet with each therthe means f transprt t the perfrmanceaccmmdatinsme persnal necessities……
Activity 9
Activity 10
Wrk in pairs. Act ut the cnversatin abut making arrangements t g t a cmedy shw. Student A: Turn t Page 82.Student B: Turn t Page 86.
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