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牛津译林版 (2019)必修 第三册Grammar and usage背景图ppt课件
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这是一份牛津译林版 (2019)必修 第三册Grammar and usage背景图ppt课件，共50页。PPT课件主要包含了 作定语， excited， developed， needed， discussed， surprised，invited，posted， changed， respected等内容，欢迎下载使用。
Explring the rules
Why in the abve five sentences verb-ed frms are used rather than verb-ing frms?
The verb-ed frm can be used like an adjective r an adverb, indicating a(n) (1) _______(active/passive) meaning.
the prepared mind
surprised by this
get its mass prductin started
Henry is reading a science magazine article abut a wrld-changingdiscvery. Find the verb-ed frms in the article and fill in the tablebelw. The first has been dne fr yu.
The verb-ed frm can appear befre r after a nun r prnun. It mdifies the nun r prnun like a(n) (2)_____________ (relative clause/adverbial clause).
relative clause
The verb-ed frm can be used as an adverbial r an bjectcmplement.
Explring the rules
Surprised by this
Wrking Out the Rules
（1）单个的动词-ed 形式作定语一般放在被修饰词的前面除外，相当于一个形容词。
The excited peple rushed int the building.
注意：① 有些过去分词表示特定含义时，单独作定语也放在所修饰的名词之后。 ②如果被修饰词是由sme/any/n + thing/bdy/ne构成的不定代词或指示代词thse等时，也放在被修饰词之后。
There is n fd left n the table.
Is there anything unslved?
补充：有时修饰与人有关的表情、眼神、声音等She had a scared lk n her face.
the clr TV set prduced last year = the clr TV set that was prduced last year
a letter written t me by my daughter = a letter that was written t me by my daughter
去年生产的彩色电视机
（2）动词-ed 形式短语作定语通常放在被修饰词的后面，相当于一个定语从句
The suggestin made by the freign expert was accepted by the manager.
The huses, built last year, were destryed by the earthquake yesterday. =The huses, which were built last year, were destryed by the earthquake yesterday.
去年建的这些房子，昨天被地震摧毁了。
Sme f them, brn and brught up in rural villages, had never seen a train. =Sme f them, wh were brn and brught up in rural villages, had never seen a train.
他们当中有一些人，生长在农村，从未见过火车。
（3）动词-ed形式短语作定语也可以作非限制性定语，前后用逗号隔开
The meeting, attended by ne thusand students, was a great success.
1. There was an ________ (excite) lk n his face when the actress appeared. 2. It’s wrng fr the ___________ (develp) cuntries t cntrl the wrld. 3. I have cllected all the mney _________ (need). 4. This is the prblem ___________ (discuss) at the meeting yesterday.5. The ___________ (surprise) lk n his face suggested that he had nt expected s. 6. Mst f the peple__________(invite) t the party are famus EMS __________ (pst) yesterday will reach my brther in three days.8. There has been nthing ___________ (change) here since I left this city.9. She is a ___________ (respect) teacher.
动词-ed 形式作状语，可以表示时间、原因、条件、让步、方式或伴随情况，在作用上相当于相应的状语从句，其逻辑主语通常要与句子的主语保持一致。
时间：Brn at the beginning f the century, he became president in the early 1940’s.
原因： Depressed, he went t see his elder sister.
条件： Given mre time and supprt, we culd have dne it better.
让步（相当于thugh/althugh引导的让步状语从句）： Tried again, the experiment still culdn’t give us a satisfying answer.
方式或者伴随：The teacher sat there telling stries, surrunded by a lt f students.
动词-ed形式（短语）作状语时，前面可以加一个连 词，使动词-ed形式（短语）所表示的时间、让步、条件 等关系更清楚。这类连词包括althugh，if，nce，thugh ，when，while，whenever，unless，as if，even thugh等。
动词-ed形式（短语）作状语时，前面可以加一个连词，使动词-ed形式（短语）所表示的时间、让步、条件等关系更清楚。这类连词包括althugh，if，nce，thugh，when，while，whenever，unless，as if，even thugh等。e.g. When cmbined with practice, thery becmes easier t learn. Thugh warned f the danger, he still went skating n the thin ice. Unless heated, a bdy will have n tendency t expand (膨胀).
有些动词-ed 形式因为来源于系表结构，作状语时不表示被动，而表示状态。这样的动词-ed形式及短语常见的有：
lst (迷路)，seated (坐)，hidden（躲）， statined（驻扎），brn(出生)，lst/absrbed in (陷入，专注于)， dressed in(穿着)，tired f (厌烦)等。
(1) Lst/Absrbed in deep thught, he did nt hear the sund.
(1) Brn in this beautiful city, he hates t leave it.
① Destryed by the hurricane, the ld huse is nwhere t be fund. 由于飓风的破坏，那座老房子哪也找不到了。
(As/Because it has been)
② Bitten by the cbra, the man was in danger. 因为被眼镜蛇咬了，这人处在危险中。
(Because he was)
① Seen frm the tp f the building, ur schl lks beautiful. 从楼顶上看，学校看起来很美。
② Water bils, heated t 100℃. 水加热到100度就沸腾。
(When it is)
虽然他很疲倦，他仍然继续工作。
Tired, he went n wrking.
(Althugh he was)
Punished by the parents, he wn't cme again. 他若是被家长惩罚了，就再也不能来了。
(If he is)
② Absrbed in the wrk, he neglected fd and sleep. 他专心于工作，废寝忘食。
① She walked ut f the huse, fllwed by her little daughter. 她走出房间，后面跟着她的小女儿。
(and she was)
(He was)
5. 作伴随或方式状语
Rewrite the fllwing sentences, verb-ed frms as adverbials.
1. He was buried in an cean f lneliness and felt left ut. Buried in an cean f lneliness, he felt left ut. 2. As she was given advice by the famus detective, the girl was n lnger afraid. Given advice by the famus detective, the girl was n lnger afraid.3. Even if he was laughed at by many peple, he cntinued his research. Laughed at by many peple, he cntinued his research.
______ frm the tp f the building, the schl lks beautiful. ______ frm the tp f the building, we fund the schl beautiful.
从楼顶上看，学校看起来很美。
我们从楼顶往下看，发现学校很美。
1. __________ (cmpare) Shanghai with Xi'an, we fund Shanghai is larger.2. _________ (cmpare) with Xi'an, Shanghai is larger.3. ______ (lse) himself in thught, he almst ran int the car in frnt f him.4. ____ (lse) in thught, he almst ran int the car in frnt f him.
动词-ed 形式作宾语补足语，其逻辑主语是句子的宾语，宾语与宾语补足语之间是被动关系，常见的动词-ed 形式做宾语补足语的动词有两类：
（1）使役动词 make, get, have, keep, leave 等.
I’ll have my hair cut tmrrw.Dn’t leave thse things undne.
注意：①动词-ed形式所表示的动作由他人实施。 ②动词-ed形式所表示的动作由句中的主语实施。
He had his mney stlen when ging shpping.
He likes t have his arms crssed when talking with thers.
表示感观、感觉和发觉的动词。如：watch, bserve, see, hear, listen t, feel, ntice, find等。
① When we gt t schl, we saw the dr lcked.
② He fund his huse brken int when he gt back hme.
当我们到学校时，我们看见门锁着。
在with的复合结构中也可用动词-ed作宾语补足语。这一结构通常在句中作时间、方式、条件、原因等状语。
① The murderer was brught in, with his hands tied behind his back.② With water heated, we can see the steam.③ With the matter settled, we all went hme.
凶手被带进来了，他的双手被绑在背后。(表方式)
水一被加热，我们就会看到水蒸气。(表条件)
事情得到解决，我们都回家了。(表原因)
1. Watching the __________ (finishing/finished) painting, Alice culdn't help smiling. 2. Mst f the artists __________ (inviting/invited) t the party were frm Suth Africa. 3. D yu still remember the Olympic Games________(held/hlding) in Beijing in 2008? 4. The __________ (surprising/surprised) lk n her face suggested that she hadn't knwn the news befre. 5. There are many ________ (fallen / falling) leaves n the street.
6. ____________ (frighten) by the nise utside, Sue dared nt sleep in her bedrm.7. ___________ (cmpare) with ur small flat, Bill's huse seemed like a palace. 8. ______ ( face) with such a difficult task, we must reduble ur effrts. 9. __________ (rder) ver a week ag, the bks are expected t arrive any time nw.10. The lady returned hme, _________ (fllw) by the famus detective Hlmes.
11. My cmputer brke dwn this mrning, and I will get it _________ (repair) as sn as pssible. 12. We saw the huse ________ (burn) t the grund when we gt there.13. When he entered the rm, he fund the windw _________ (break).14. She wn't have her lng and beautiful hair _____ (cut) shrt. 15. The speaker raised her vice but still culdn't make herself _______ (hear).
Applying the rules
B Applying the rules
B1 Rewrite the fllwing sentences using verb-ed frms as attributives, adverbials r bject cmplements
1. The scientist wh has been highly praised wn an award. 2. The experiment that is mentined in yur article is interesting. 3. The patients sn recvered because they were treated with the new medicine. 4. The scientist fund that the equipment in the labratry had been destryed. 5. Once this reprt is finished, it will be very useful fr future research.
The highly praised scientist wn an award.
The experiment mentined in yur article is interesting.
Treated with the new medicine, the patients sn recvered.
The scientist fund the equipment in the labratry destryed.
Once finished, this reprt will be very useful fr future research.
attributive
bject cmplement
Henry is reading an article abut Franklin's kite experiment. Cmplete the article belw with the crrect verb-ed frms r verb-ing frms.
We shuld analyze the relatinship between the lgic subject and the verb t decide whether it is passive r active.
Smetimes, verb-ed can be used as an adjective meaning “...的”; verb-ing can be used as an adjective meaning “令人...的”.
Benjamin Franklin was a famus scientist, writer, printer, inventr and plitician. As a scientist, he was well knwn fr his kite experiment. The stry ges like this: Franklin had fund lightning _____________ (interest) fr years, believing it was actually electricity. He designed an experiment t prve his thery. He wrked ut that by flying a kite during a thunderstrm, electricity culd g thrugh the wet kite line dwn t earth.
interesting
________ (knw) it was t dangerus t hld the wet line, Franklin held a silk ribbn ________ (tie) t the end f it. He made sure the silk ribbn stayed dry s that the electricity wuld nt g thrugh his bdy. Then he attached a metal key where the ribbn and kite line jined. When a thunderstrm apprached, the lightning wuld charge the key. ___________ (cnduct) n a strmy day in 1752, his experiment prved lightning really was just electricity.
Franklin had his thery _________ (accept) by many peple. Hwever, sme peple questined whether he had actually dne the experiment, __________ (argue) that if he had really dne it, he wuld have received a deadly electric shck. Whatever the truth, Franklin did make cntributins t the studies f electricity.
Why was Franklin’s experiment questined?
Because many peple believed that if he had really dne the experiment, he wuld have received a deadly electric shck.
Useful expressins in B2 :The stry ges like this ...故事是这样的……wrk ut 计算出charge 负责；收费；充电cnduct an experiment 进行实验a strmy day 暴风雨天a deadly electric shck致命的电击
• Lked at a wrld map and fund the eastern castline f Suth America and the western castline f Africa culd fit tgether;• Did mre research and put frward the thery f cntinental drift;• Published his ideas in The Origin f Cntinents and Oceans;• Peple did nt accept his thery partly because: » it challenged many theries at that time; » Wegener culd nt explain the driving frce behind cntinental drift. Lking at a wrld map, Alfred Wegener fund ...
Read the ntes belw abut Alfred Wegener and his thery f cntinental drift. Then write a shrt paragraph using verb-ed frms, verb-ing frms and t-infinitives. The beginning has been written fr yu.
Useful expressins in B3:put frward the thery 提出理论cntinental drift 大陆漂移说challenge the thery挑战理论partly because部分原因是the driving frce驱动力
Lking at a wrld map, Alfred Wegener fund smething amazing: the eastern castline f Suth America and the western castline f Africa seemed t fit tgether. He did mre research t find ut what caused this. Having cllected enugh evidence, he put frward his thery f cntinental drift. Then he had his ideas published in The Origin f Cntinents and Oceans. Hwever, peple did nt believe in his thery. Fr ne thing, it challenged many scientific theries widely accepted at that time. Fr anther, Wegener failed t explain the driving frce causing the cntinents t drift apart.
1. I like eating frying tmates with eggs, and I thught it must t be easy t ck.
2. They represent the earth _______ (cme) back t life and best wishes fr new beginnings.
【解析】考查非谓语动词。句意：我喜欢吃西红柿炒鸡蛋。动词fry与tmates之间是动宾关系，所以此处应用V-ed作定语，故将frying改为fried。
【解析】考查非谓语动词。句意：它们代表着大地的复苏和对新开端的美好祝愿。句中谓语动词为represent，所以这里为非谓语动词。名词earth与cme back t之间为主动关系，所以用V-ing作后置定语。故填cming。
3. Technlgical innvatins, ____ gd marketing, will prmte the sales f these prducts. A. cmbined with B. cmbining with C. having cmbined with D. t be cmbined with4. They make great gifts and yu see them many times __________ (decrate) with red envelpes and messages f gd frtune.
Language Pints
1. He bserved that the bacteria surrunding the muld were dead.
surrund v. t be all arund sth/sb (使)包围, 环绕; 围绕
【用法】 surrund ... with … 用……包围…… be surrunded by/ with sth./ sb.被某物/某人所包围 eg Tall trees surrund the lake. The lake is surrunded with/by trees.
【拓展】 surrunding adj. (作定语)周围的; 附近的 surrundings n. (pl.) 环境(同envirnment)
【语境应用】用surrund的适当形式填空。 1) Lucy was sitting n the flr ____________ by tys. 2) We decided t explre the _____________ cuntryside. 3) When he came back t life, he fund himself _____________ by his children. 4) It’s imprtant t wrk in friendly ______________.
surrundings
2. The results indicated that smething prduced by the muld had killed the bacteria.
indicate v. t shw that sth is true r exists 表明
eg Research indicates that eating habits are changing fast.
【用法】 indicate sth. t sb. 向某人指示…… indicate that ... 指示……；表明……【拓展】 indicatin n. 象征; 显示; 标示 There is n indicatin that... 无迹象表明…… There are sme indicatins that... 有迹象表明…… eg There are clear indicatins that the ecnmy is imprving.
3. Frtune favurs the prepared mind. 幸运眷顾有准备的人。
favur v. t treat sb better than yu treat ther peple, especially in an unfair way 偏袒 t prefer ne system, plan, way f ding sth, etc. t anther 支持，赞同 t prvide suitable cnditins fr a particular persn, grup, etc. 有利于，有助于
【拓展】n. 恩惠; 照顾; 好意; 关心; 支持d sb. a favur 帮某人忙ask a favur f sb. 请某人帮忙win sb.’s favur 得到某人的欢心/好感in favur 得宠ut f favur 失宠in favur f 赞成; 支持; 有利于
【语境应用】完成句子。1) Culd yu _______________ and tell Kelly I can’t make it? 你帮个忙告诉凯莉说我来不了好吗？2) Grammar-based teaching methds ________ __________ in the 60s and 70s. 在六七十年代，以语法为基础的教学法失宠了。
d me a favur
4. When a thunderstrm apprached, the lightning wuld charge the key.
charge v. ① t ask an amunt f mney fr gds r a service 收费 ② t accuse sb frmally f a crime s that there can be a trial in curt 控诉 ③ t pass electricity thrugh sth s that it is stred there 充电
eg The restaurant charged £20 fr dinner. Several peple were arrested but nbdy was charged. Befre use, the battery must be charged.
【用法】 charge sb. fr 为……向某人收取费用 charge sb. with (ding) sth. = accuse sb. f 控告某人(做)某事【拓展】 n. 费用; 主管 take charge f 掌管；负责…… in charge f 主管，负责…… in/under the charge f 由……负责 free f charge 免费
Explring the rules
Why in the abve five sentences verb-ed frms are used rather than verb-ing frms?
The verb-ed frm can be used like an adjective r an adverb, indicating a(n) (1) _______(active/passive) meaning.
the prepared mind
surprised by this
get its mass prductin started
Henry is reading a science magazine article abut a wrld-changingdiscvery. Find the verb-ed frms in the article and fill in the tablebelw. The first has been dne fr yu.
The verb-ed frm can appear befre r after a nun r prnun. It mdifies the nun r prnun like a(n) (2)_____________ (relative clause/adverbial clause).
relative clause
The verb-ed frm can be used as an adverbial r an bjectcmplement.
Explring the rules
Surprised by this
Wrking Out the Rules
（1）单个的动词-ed 形式作定语一般放在被修饰词的前面除外，相当于一个形容词。
The excited peple rushed int the building.
注意：① 有些过去分词表示特定含义时，单独作定语也放在所修饰的名词之后。 ②如果被修饰词是由sme/any/n + thing/bdy/ne构成的不定代词或指示代词thse等时，也放在被修饰词之后。
There is n fd left n the table.
Is there anything unslved?
补充：有时修饰与人有关的表情、眼神、声音等She had a scared lk n her face.
the clr TV set prduced last year = the clr TV set that was prduced last year
a letter written t me by my daughter = a letter that was written t me by my daughter
去年生产的彩色电视机
（2）动词-ed 形式短语作定语通常放在被修饰词的后面，相当于一个定语从句
The suggestin made by the freign expert was accepted by the manager.
The huses, built last year, were destryed by the earthquake yesterday. =The huses, which were built last year, were destryed by the earthquake yesterday.
去年建的这些房子，昨天被地震摧毁了。
Sme f them, brn and brught up in rural villages, had never seen a train. =Sme f them, wh were brn and brught up in rural villages, had never seen a train.
他们当中有一些人，生长在农村，从未见过火车。
（3）动词-ed形式短语作定语也可以作非限制性定语，前后用逗号隔开
The meeting, attended by ne thusand students, was a great success.
1. There was an ________ (excite) lk n his face when the actress appeared. 2. It’s wrng fr the ___________ (develp) cuntries t cntrl the wrld. 3. I have cllected all the mney _________ (need). 4. This is the prblem ___________ (discuss) at the meeting yesterday.5. The ___________ (surprise) lk n his face suggested that he had nt expected s. 6. Mst f the peple__________(invite) t the party are famus EMS __________ (pst) yesterday will reach my brther in three days.8. There has been nthing ___________ (change) here since I left this city.9. She is a ___________ (respect) teacher.
动词-ed 形式作状语，可以表示时间、原因、条件、让步、方式或伴随情况，在作用上相当于相应的状语从句，其逻辑主语通常要与句子的主语保持一致。
时间：Brn at the beginning f the century, he became president in the early 1940’s.
原因： Depressed, he went t see his elder sister.
条件： Given mre time and supprt, we culd have dne it better.
让步（相当于thugh/althugh引导的让步状语从句）： Tried again, the experiment still culdn’t give us a satisfying answer.
方式或者伴随：The teacher sat there telling stries, surrunded by a lt f students.
动词-ed形式（短语）作状语时，前面可以加一个连 词，使动词-ed形式（短语）所表示的时间、让步、条件 等关系更清楚。这类连词包括althugh，if，nce，thugh ，when，while，whenever，unless，as if，even thugh等。
动词-ed形式（短语）作状语时，前面可以加一个连词，使动词-ed形式（短语）所表示的时间、让步、条件等关系更清楚。这类连词包括althugh，if，nce，thugh，when，while，whenever，unless，as if，even thugh等。e.g. When cmbined with practice, thery becmes easier t learn. Thugh warned f the danger, he still went skating n the thin ice. Unless heated, a bdy will have n tendency t expand (膨胀).
有些动词-ed 形式因为来源于系表结构，作状语时不表示被动，而表示状态。这样的动词-ed形式及短语常见的有：
lst (迷路)，seated (坐)，hidden（躲）， statined（驻扎），brn(出生)，lst/absrbed in (陷入，专注于)， dressed in(穿着)，tired f (厌烦)等。
(1) Lst/Absrbed in deep thught, he did nt hear the sund.
(1) Brn in this beautiful city, he hates t leave it.
① Destryed by the hurricane, the ld huse is nwhere t be fund. 由于飓风的破坏，那座老房子哪也找不到了。
(As/Because it has been)
② Bitten by the cbra, the man was in danger. 因为被眼镜蛇咬了，这人处在危险中。
(Because he was)
① Seen frm the tp f the building, ur schl lks beautiful. 从楼顶上看，学校看起来很美。
② Water bils, heated t 100℃. 水加热到100度就沸腾。
(When it is)
虽然他很疲倦，他仍然继续工作。
Tired, he went n wrking.
(Althugh he was)
Punished by the parents, he wn't cme again. 他若是被家长惩罚了，就再也不能来了。
(If he is)
② Absrbed in the wrk, he neglected fd and sleep. 他专心于工作，废寝忘食。
① She walked ut f the huse, fllwed by her little daughter. 她走出房间，后面跟着她的小女儿。
(and she was)
(He was)
5. 作伴随或方式状语
Rewrite the fllwing sentences, verb-ed frms as adverbials.
1. He was buried in an cean f lneliness and felt left ut. Buried in an cean f lneliness, he felt left ut. 2. As she was given advice by the famus detective, the girl was n lnger afraid. Given advice by the famus detective, the girl was n lnger afraid.3. Even if he was laughed at by many peple, he cntinued his research. Laughed at by many peple, he cntinued his research.
______ frm the tp f the building, the schl lks beautiful. ______ frm the tp f the building, we fund the schl beautiful.
从楼顶上看，学校看起来很美。
我们从楼顶往下看，发现学校很美。
1. __________ (cmpare) Shanghai with Xi'an, we fund Shanghai is larger.2. _________ (cmpare) with Xi'an, Shanghai is larger.3. ______ (lse) himself in thught, he almst ran int the car in frnt f him.4. ____ (lse) in thught, he almst ran int the car in frnt f him.
动词-ed 形式作宾语补足语，其逻辑主语是句子的宾语，宾语与宾语补足语之间是被动关系，常见的动词-ed 形式做宾语补足语的动词有两类：
（1）使役动词 make, get, have, keep, leave 等.
I’ll have my hair cut tmrrw.Dn’t leave thse things undne.
注意：①动词-ed形式所表示的动作由他人实施。 ②动词-ed形式所表示的动作由句中的主语实施。
He had his mney stlen when ging shpping.
He likes t have his arms crssed when talking with thers.
表示感观、感觉和发觉的动词。如：watch, bserve, see, hear, listen t, feel, ntice, find等。
① When we gt t schl, we saw the dr lcked.
② He fund his huse brken int when he gt back hme.
当我们到学校时，我们看见门锁着。
在with的复合结构中也可用动词-ed作宾语补足语。这一结构通常在句中作时间、方式、条件、原因等状语。
① The murderer was brught in, with his hands tied behind his back.② With water heated, we can see the steam.③ With the matter settled, we all went hme.
凶手被带进来了，他的双手被绑在背后。(表方式)
水一被加热，我们就会看到水蒸气。(表条件)
事情得到解决，我们都回家了。(表原因)
1. Watching the __________ (finishing/finished) painting, Alice culdn't help smiling. 2. Mst f the artists __________ (inviting/invited) t the party were frm Suth Africa. 3. D yu still remember the Olympic Games________(held/hlding) in Beijing in 2008? 4. The __________ (surprising/surprised) lk n her face suggested that she hadn't knwn the news befre. 5. There are many ________ (fallen / falling) leaves n the street.
6. ____________ (frighten) by the nise utside, Sue dared nt sleep in her bedrm.7. ___________ (cmpare) with ur small flat, Bill's huse seemed like a palace. 8. ______ ( face) with such a difficult task, we must reduble ur effrts. 9. __________ (rder) ver a week ag, the bks are expected t arrive any time nw.10. The lady returned hme, _________ (fllw) by the famus detective Hlmes.
11. My cmputer brke dwn this mrning, and I will get it _________ (repair) as sn as pssible. 12. We saw the huse ________ (burn) t the grund when we gt there.13. When he entered the rm, he fund the windw _________ (break).14. She wn't have her lng and beautiful hair _____ (cut) shrt. 15. The speaker raised her vice but still culdn't make herself _______ (hear).
Applying the rules
B Applying the rules
B1 Rewrite the fllwing sentences using verb-ed frms as attributives, adverbials r bject cmplements
1. The scientist wh has been highly praised wn an award. 2. The experiment that is mentined in yur article is interesting. 3. The patients sn recvered because they were treated with the new medicine. 4. The scientist fund that the equipment in the labratry had been destryed. 5. Once this reprt is finished, it will be very useful fr future research.
The highly praised scientist wn an award.
The experiment mentined in yur article is interesting.
Treated with the new medicine, the patients sn recvered.
The scientist fund the equipment in the labratry destryed.
Once finished, this reprt will be very useful fr future research.
attributive
bject cmplement
Henry is reading an article abut Franklin's kite experiment. Cmplete the article belw with the crrect verb-ed frms r verb-ing frms.
We shuld analyze the relatinship between the lgic subject and the verb t decide whether it is passive r active.
Smetimes, verb-ed can be used as an adjective meaning “...的”; verb-ing can be used as an adjective meaning “令人...的”.
Benjamin Franklin was a famus scientist, writer, printer, inventr and plitician. As a scientist, he was well knwn fr his kite experiment. The stry ges like this: Franklin had fund lightning _____________ (interest) fr years, believing it was actually electricity. He designed an experiment t prve his thery. He wrked ut that by flying a kite during a thunderstrm, electricity culd g thrugh the wet kite line dwn t earth.
interesting
________ (knw) it was t dangerus t hld the wet line, Franklin held a silk ribbn ________ (tie) t the end f it. He made sure the silk ribbn stayed dry s that the electricity wuld nt g thrugh his bdy. Then he attached a metal key where the ribbn and kite line jined. When a thunderstrm apprached, the lightning wuld charge the key. ___________ (cnduct) n a strmy day in 1752, his experiment prved lightning really was just electricity.
Franklin had his thery _________ (accept) by many peple. Hwever, sme peple questined whether he had actually dne the experiment, __________ (argue) that if he had really dne it, he wuld have received a deadly electric shck. Whatever the truth, Franklin did make cntributins t the studies f electricity.
Why was Franklin’s experiment questined?
Because many peple believed that if he had really dne the experiment, he wuld have received a deadly electric shck.
Useful expressins in B2 :The stry ges like this ...故事是这样的……wrk ut 计算出charge 负责；收费；充电cnduct an experiment 进行实验a strmy day 暴风雨天a deadly electric shck致命的电击
• Lked at a wrld map and fund the eastern castline f Suth America and the western castline f Africa culd fit tgether;• Did mre research and put frward the thery f cntinental drift;• Published his ideas in The Origin f Cntinents and Oceans;• Peple did nt accept his thery partly because: » it challenged many theries at that time; » Wegener culd nt explain the driving frce behind cntinental drift. Lking at a wrld map, Alfred Wegener fund ...
Read the ntes belw abut Alfred Wegener and his thery f cntinental drift. Then write a shrt paragraph using verb-ed frms, verb-ing frms and t-infinitives. The beginning has been written fr yu.
Useful expressins in B3:put frward the thery 提出理论cntinental drift 大陆漂移说challenge the thery挑战理论partly because部分原因是the driving frce驱动力
Lking at a wrld map, Alfred Wegener fund smething amazing: the eastern castline f Suth America and the western castline f Africa seemed t fit tgether. He did mre research t find ut what caused this. Having cllected enugh evidence, he put frward his thery f cntinental drift. Then he had his ideas published in The Origin f Cntinents and Oceans. Hwever, peple did nt believe in his thery. Fr ne thing, it challenged many scientific theries widely accepted at that time. Fr anther, Wegener failed t explain the driving frce causing the cntinents t drift apart.
1. I like eating frying tmates with eggs, and I thught it must t be easy t ck.
2. They represent the earth _______ (cme) back t life and best wishes fr new beginnings.
【解析】考查非谓语动词。句意：我喜欢吃西红柿炒鸡蛋。动词fry与tmates之间是动宾关系，所以此处应用V-ed作定语，故将frying改为fried。
【解析】考查非谓语动词。句意：它们代表着大地的复苏和对新开端的美好祝愿。句中谓语动词为represent，所以这里为非谓语动词。名词earth与cme back t之间为主动关系，所以用V-ing作后置定语。故填cming。
3. Technlgical innvatins, ____ gd marketing, will prmte the sales f these prducts. A. cmbined with B. cmbining with C. having cmbined with D. t be cmbined with4. They make great gifts and yu see them many times __________ (decrate) with red envelpes and messages f gd frtune.
Language Pints
1. He bserved that the bacteria surrunding the muld were dead.
surrund v. t be all arund sth/sb (使)包围, 环绕; 围绕
【用法】 surrund ... with … 用……包围…… be surrunded by/ with sth./ sb.被某物/某人所包围 eg Tall trees surrund the lake. The lake is surrunded with/by trees.
【拓展】 surrunding adj. (作定语)周围的; 附近的 surrundings n. (pl.) 环境(同envirnment)
【语境应用】用surrund的适当形式填空。 1) Lucy was sitting n the flr ____________ by tys. 2) We decided t explre the _____________ cuntryside. 3) When he came back t life, he fund himself _____________ by his children. 4) It’s imprtant t wrk in friendly ______________.
surrundings
2. The results indicated that smething prduced by the muld had killed the bacteria.
indicate v. t shw that sth is true r exists 表明
eg Research indicates that eating habits are changing fast.
【用法】 indicate sth. t sb. 向某人指示…… indicate that ... 指示……；表明……【拓展】 indicatin n. 象征; 显示; 标示 There is n indicatin that... 无迹象表明…… There are sme indicatins that... 有迹象表明…… eg There are clear indicatins that the ecnmy is imprving.
3. Frtune favurs the prepared mind. 幸运眷顾有准备的人。
favur v. t treat sb better than yu treat ther peple, especially in an unfair way 偏袒 t prefer ne system, plan, way f ding sth, etc. t anther 支持，赞同 t prvide suitable cnditins fr a particular persn, grup, etc. 有利于，有助于
【拓展】n. 恩惠; 照顾; 好意; 关心; 支持d sb. a favur 帮某人忙ask a favur f sb. 请某人帮忙win sb.’s favur 得到某人的欢心/好感in favur 得宠ut f favur 失宠in favur f 赞成; 支持; 有利于
【语境应用】完成句子。1) Culd yu _______________ and tell Kelly I can’t make it? 你帮个忙告诉凯莉说我来不了好吗？2) Grammar-based teaching methds ________ __________ in the 60s and 70s. 在六七十年代，以语法为基础的教学法失宠了。
d me a favur
4. When a thunderstrm apprached, the lightning wuld charge the key.
charge v. ① t ask an amunt f mney fr gds r a service 收费 ② t accuse sb frmally f a crime s that there can be a trial in curt 控诉 ③ t pass electricity thrugh sth s that it is stred there 充电
eg The restaurant charged £20 fr dinner. Several peple were arrested but nbdy was charged. Befre use, the battery must be charged.
【用法】 charge sb. fr 为……向某人收取费用 charge sb. with (ding) sth. = accuse sb. f 控告某人(做)某事【拓展】 n. 费用; 主管 take charge f 掌管；负责…… in charge f 主管，负责…… in/under the charge f 由……负责 free f charge 免费
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