资源简介

(共29张PPT)
　UNIT 6　
Nature in words
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Developing ideas
1. Students could learn some words and phrases.
2. Students could get the main idea of this passage.
3. Students could write sentences about this topic.
Learning Aims:
寂静的春天
Silent Spring
What is your understanding of this title？
Share with others
DDT
Brainstorming:Before learning this passage, what ideas come to your mind
1. birds and flowers
2. spring
3. creature and hope
Look at them and answer the questions!
Facts about DDT:
DDT was first produced in 1874 and was later used as pesticide.
It stays in the environment.
It is highly poisonous to living organism, including humans.
Now banned in many countries, it is still used in some for malaria control.
How does DDT reach the human body in the food chain
is sprayed
onto plants
leaks through the soil and into rivers
is absorbed by the plants
is consumed by animals
contaminates fish
What harm does DDT cause
DDT is highly dangerous to living organism.
Look at them and answer the questions!
Rachel Carson
writer, scientist, and ecologist
Look at them and answer the questions!
d. … flattened my nose against the cold window to watch the falling snow…
In sentence (d), does “to watch” indicate purpose or result
What is the function of “falling”
Purpose：An attributive used to describe the snow.
Grammars---非谓语动词做补语
1.非谓语动词——不定式在句子中充当补语。
You are not allowed to smoke here.你不（被）允许在这里吸烟。
2.非谓语动词——现在分词在句子中充当补语
例如：I heard her singing when I passed by.当我经过时，我听见她正在唱歌。
He had his son standing outside all night.他让他的儿子一整晚都站在外面。
3.非谓语动词——过去分词在句子中充当补语
例如：I want to see the plan carried out我想看这个计划（被）实施。
I'll get my bike repaired tomorrow.明天我将去修我的自行车。/我将使我的自行车明天被修。
1 There was a strange stillness. The birds,
for example – where had they gone
Many people spoke of them, puzzled and
disturbed. The feeding stations in the
backyards were deserted. The few birds seen
anywhere were moribund; they trembled
violently and could not fly. It was a spring
without voices. On the mornings that had
once throbbed with the dawn chorus of
robins, catbirds, doves, jays, wrens, and
scores of other bird voices there was now no
sound; only silence lay over the fields and
woods and marsh.
Because most birds were gone.
1. Why did many people get puzzled and disturbed
Take notes quickly！
重点词汇
backyards 后院 ;
moribund 行将灭亡的 ; 即将倒闭的 ;
trembled 颤抖，哆嗦，抖动
throbbed 抽动，抽痛 ; 跳动
dawn chorus 破晓时的鸟鸣声
wrens 鹪鹩 ;
scores of 许多 ; 大量 ; 几十个
lay over 延缓期
2 Rachel Carson was a scientist by profession,
but these lines from the opening chapter of
her 1962 book Silent Spring, “A Fable for
Tomorrow”, show her talent as a writer. By
imagining a world without birds, she aimed
to alert not only the scientific community
but also the general public to the damaging
effects of human activity on natural
ecosystems – in particular, to the harmful
use of pesticides, such as DDT. She believed
that the chemical industry was knowingly
causing harm to plants, animals and even
humans, and wished to see pesticides used
in a more responsible, limited and carefully monitored way.
Basic information of this book
What is the main idea of this part
Take notes quickly！
重点词汇
by profession 在职业上；就职业来说
Silent Spring 寂静的春天 ; 沉默的春天
scientific community 科学界 ; 科学共同体 ;
general public 普通百姓 ; 公众
in particular 尤其 ; 特别
such as 例如
chemical industry 化学工业
responsible 有责任的 ; 负责的
Content of this book
3 Carson urged people to make themselves aware of the facts and do something about the situation. Silent Spring contains a lot of scientific research and case studies. The book details the gypsy moth eradication programme, which killed birds, in addition to gypsy moths. Another case study was the fire-ant programme that killed cows, but not fire ants. The book also gives dozens of other examples of eradication programmes
that did nothing to reduce the problems they were originally designed to solve. The 50 or so pages at the end of the book list Carson’s sources, showing how thorough and precise she was as a scientist.
What is the main idea of this part
Take notes quickly！
重点词汇
be aware of 意识到
Silent Spring 寂静的春天 ;
scientific research 科学研究
gypsy moth 舞毒蛾
case study 个案研究 ; 专题研究 ;
dozens of 几十 ;
at the end of 在...的结尾，在...末端
book list 图书列表 ; 书单
Influence of this book
What is the main idea of this part
4 Carson’s message was very alarming,
causing a great increase in environmental
awareness. Its impact was immediate and far
reaching: the use of DDT was banned and
the Environmental Protection Agency (EPA)
was established in the US. Silent Spring was
therefore regarded as a milestone in the
launch of the green movement in the Western
world. It also earned Carson a posthumous
Presidential Medal of Freedom and put her face on the 17-cent US stamp.
Take notes quickly！
重点词汇
alarming 使人惊恐的 ; 令人惊慌的
increase in 增加 ; 在…方面增长
DDT【化】二氯二苯三氯乙烷 ;
EPA 美国环保署 ;
Silent Spring 寂静的春天 ;
milestone 重要事件 ; 里程碑
posthumous 死后发生的
Presidential Medal of Freedom
总统自由勋章
Comments on this book
What is the main idea of this part
5 Silent Spring was not, however, received positively by everyone. Though Carson’s research was strong and was supported by most scientists who reviewed her work, the book quickly became a target for critics in the pesticide industry. They said that Carson did not understand the science behind her arguments because she was a marine biologist rather than a chemist. Some also said that her work was more emotional than scientific. These were attempts to damage Carson’s reputation and stop her work from influencing public policy, but she remained determined to stand by her research. Carson appeared in public and on television to defend her claims – and today, more than 50 years after it was published, the voice of Silent Spring is still ringing loud and clear.
Take notes quickly！
重点词汇
Silent Spring 寂静的春天 ;
marine biologist 海洋生物学家
rather than 而不是 ; 而不
public policy 公共政策
stand by 袖手旁观 ;
in public 公开地 ; 公然地 ; 当众，
loud and clear 清晰明了 ;
Features of the writing
What is the main idea of this part
6 Personally, I enjoy Carson’s book. She made a crucial but potentially difficult to-understand subject interesting and accessible to millions of people. This is not so much because of the quality of her arguments, strong though they are, but because of the beauty and elegance of her writing. Her book not only changed the world; half a century later it remains a book that deserves to be reread today, so that we can once again feel ourselves warm to the fire of its passionate message. For unless we do listen to Rachel Carson’s warning, one day we may wake up to the strange and quiet horror of another silent spring.
Take notes quickly！
重点词汇
millions of people 数百万人
half a century 半个世纪 ; 半世纪
so that 因此 ; 以便
once again 再一次，
warm to 温暖到 ;
listen to 听
wake up to 觉察到 ; 意识到
silent spring 寂静的春天
Book
Review
Para. 2
Para. 3
Para. 4
Para. 5-6
Para. 6
The basic information of this topic
Content of this book
Influence of this book
Comments on this book
Features of the writing
1．What can we learn about Rachel Carson
A．She was born in 1912.
B．She was a writer.
C．She thought pesticides were harmful.
D．She used too many pesticides.
2.Who supported Carson's research strongly
A．Most writers.
B．Most scientists.
C．Most officials.
Why was silent spring so successful
realized the general public to the dangers of DDT.
improve people‘s environmental awareness.
Why did some people challenge Carson’s findings
your opinions
... ...
personal interests
negative impacts
Thank you!(共60张PPT)
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选择性必修第三册
Unit 6 Nature in words
Using language
Learning Objectives
1. To know non-finites as attributive, adverbial and complement by analyzing examples and summarizing the rules.
2. To grasp the usage of non-finites as attributive, adverbial and complement by doing individual work and group work.
3. To use non-finites as attributive, adverbial and complement to describe their attitude towards nature.
a. … I saw the ground so fantastically carpeted.
b. … wake up to find yourself in another quite different, …
c. … I can see the children flattening their noses against the window, …
d. … flattened my nose against the cold window to watch the falling snow…
Look at the sentences from the reading passage and answer the questions.
What is the difference between the verbs in red in sentences(a) and(c)
In sentence (b), does “to find” indicate purpose or result
Past participle used as complement
Present participle used as complement
Purpose
Result
An attributive used to describe the snow.
In sentence (d), does “to watch” indicate purpose or result
What is the function of “falling”
Now let’s read more examples.
复习：非谓语动词作定语、状语和补语
Focus on
基本用法
Focus on
基本用法
Review: non-finite forms as attributive, adverbial and complement
非谓语动词共有三类：
不定式,V-ing, V-ed。
本单元主要复习非谓语动词作定语、状语和补语的用法。
一、非谓语动词作定语
1．The question to be discussed at the meeting is very important.
2．He has no pen to write with.
3．He is always the first to arrive at school and the last to leave school.
4．The ability to express an idea is as important as the idea itself.
5．Do you know the man standing under the tree
6．He is very old and walks with a walking stick.
7．We must keep a secret of the things being discussed here.
8．The players selected from the whole country are expected to bring us honor in this summer game.
1．不定式作定语常表示将来的动作。
2．不定式常放在某些名词或代词后作定语。如果作定语的不定式是不及物动词，或者不定式所修饰的名词或代词是不定式动作的地点、工具等，不定式后需要加相应的介词。
3．不定式用来修饰被序数词、最高级或no，all，any等限定的中心词，且与中心词之间为逻辑上的主动关系。
4．被修饰词是抽象名词时，常用不定式作定语。常见的该类名词有：ability，chance，idea，hope，wish，fact，excuse，promise，attempt，way等。
5．主动的 ing 形式作定语，常表示被修饰词的用途或正在进行的动作；其被动形式“being＋过去分词”表示正在进行的被动动作。
6．及物动词的过去分词作定语，表示被动并已完成的动作；不及物动词的过去分词作定语通常只表示已完成的动作。
[即学即练1]　单句语法填空
①Laura was away in Paris for over a week.When she got home，there was a pile of mail ____ (wait) for her.
②His first book_____________(publish) next month is based on a true story.
③He got up early the next morning and found a lot of ____ (fall) leaves on the ground.
④She is now looking for a room __________(live) in.
waiting
to be published
fallen
to live
动词不定式作定语
不定式作定语通常放在其修饰的名词或代词之后。
① Is this the best way to help him
这是帮他的最佳方法吗？
② Your wish to be a teacher is quite understandable.
你想成为一个教师的愿望是可以理解的。
不定式作定语与被修饰的名词或代词之间是主谓关系、动宾关系、同位关系或修饰关系。
1. 主谓关系
① He is always the first person to come and the last one to leave.
他总是第一个来最后一个走。
② The next train to arrive was from Shenzhen.
下一列到站的火车是从深圳开来的。
2. 动宾关系
当不定式作定语，且与被修饰的词语有逻辑上的动宾关系时，不定式动词应该是及物动词；
若不定式动词为不及物动词，则该动词必须与介词连用，组成及物的动词短语。
① The teacher left us a lot of problems to solve.
老师给我们留了很多题要解答。
② Please give me something to drink.
请给我点喝的。
③ He wanted to find a new house to live in.
他想找个新房子住。
3. 同位关系
① He broke his promise to write to his parents regularly.
他没有遵守定期给父母写信的承诺。
② We students should have the courage to face any difficulty.
我们学生应该有面对任何困难的勇气。
4. 修饰关系
① Now it is time to begin our class.
现在是上课的时间了。
② I need somewhere to take a nap.
我需要一个地方打个盹。
V-ing形式作定语
1. 单个的动词-ing形式作定语位于被修饰名词的前面，既可以表示被修饰者的作用或功能，也可以表示被修饰者的动作或状态。
drinking water =
a walking stick =
a reading room =
a writing desk =
tiring music =
water for drinking 饮用水
a stick for walking 手杖
a room for reading 阅览室
a desk for writing 写字台
music that is tiring 烦人的音乐
若单个的动词-ing形式修饰的词为those, something, everything, nothing 等代词时，则-ing形式要放在其后。
① He is reading something interesting.
他正在读有趣的内容。
② There is nothing amazing.
没什么了不起的。
2. V-ing形式短语作定语时，放在所修饰的名词之后，并且在意思上相当于一个定语从句。
①They lived in a room facing the street.
= They lived in a room that faces the street.
他们住在一间面朝街的房子。
②The man standing there is Peter’s father.
= The man who is standing there is Peter’s father.
站在那儿的那个人是彼得的父亲。
③Anybody swimming in this river will be fined.
= Anybody who is swimming in this river will be fined.
在这条河里游泳的任何一个人都会被罚款。
3. -ing形式短语也可以用作非限制定语，相当于一个非限制性定语从句，这时，它与句子其他部分用逗号分开。
①His brother, working as a teacher, lives in Beijing.
= His brother, who is working as a teacher, lives in Beijing.
他的哥哥住在北京，是个教师。
②The apple tree, swaying gently in the breeze, had a good crop of fruit.
= The apple tree, which was swaying gently in the breeze, had a good crop of fruit.
那棵苹果树硕果累累，在微风中轻轻摇曳。
V-ed形式作定语
单个-ed作定语
a. 及物动词的-ed形式作定语时一般兼有被动和完成的意义。
① a broken cup 一个破杯子
② a wounded soldier 一名伤员
b. 不及物动词的-ed形式作定语时只有完成意义。
①a grown woman 一位成年妇女
②an escaped prisoner 一名逃犯
2. V-ed短语作定语通常后置，其作用相当于一个定语从句。
① the color TV set produced last year
= the color TV set that was produced last year
去年生产的彩色电视机
② a letter written to me by my daughter
= a letter that was written to me by my
daughter
一封我女儿写给我的信
V-ed作定语与V-ing作定语的区别：
1) 语态及时间关系不同
V-ing表主动、正在进行或经常性的动作；
V-ed 表被动、动作已经完成
an inspiring speech
the inspired audience
鼓舞人心的演说
受鼓舞的听众
the falling leaves 落叶
the fallen leaves 落叶
（正往下落的）
（已落到地面的）
（正在变化的）
（变化了的）
boiling water
boiled water
the changing world
the changed world
（正在沸腾的）
（已经沸腾过的）
fading flowers
faded flowers
（正在凋谢的）
（已经凋谢了的）
a developing country
a developed country
（发展中的）
（发达的）
2) 及物动词的-ed与-ing的被动式都可表示被动, 但-ed表示一个完成了的动作, 而being done多表示一个正在进行的动作。
①The problem discussed yesterday has something to do with us.
②The problem being discussed now has something to do with us.
二、非谓语动词作状语
1．To pass the college entrance examination，we must work hard.
2．The bus stopped in order to/so as to pick up passengers.
3．Tom took a taxi to the airport，only to find his plane high up in the sky.
4．More highways have been built in China，making it much easier for people to travel from one place to another.
5．One evening Harry phoned me，asking me to come to his flat as soon as possible.
6．Translated into English，the sentence was found to have an entirely different word order.
7．We were astonished to find the temple still in its original condition.
8．Not understanding this problem，he asked the teacher about it.
9．Defeated by his deskmate，he felt discouraged.
10．Given another hour，I can also work out this problem.
11．Warned of the danger，he still went skating on the thin ice.
1．不定式作目的状语意为“为了”，可以单独放在句首、句中或句末。如果强调目的性，不定式前也可加in order或so as，但so as to不能用于句首。
2．不定式作结果状语，其前常有only，表示令人意外的结果； ing形式作结果状语常表示自然而然的结果，其前可有thus。
4．作时间状语，相当于when，while，before，since，as引导的时间状语从句。
3．作方式或伴随状语， ing形式表示一个同时发生的次要的(或者伴随的)动作，常用逗号与句子主体部分隔开，相当于并列句。
5．作原因状语，不定式常用于“主语(人)＋系动词＋形容词＋to do”结构中
6．作条件状语，过去分词短语相当于if，unless等引导的条件状语从句。
7．作让步状语，过去分词短语相当于though，although，even if等引导的让步状语从句。
[即学即练2]　单句语法填空
①I stopped the car _________(take)a short break as I was feeling tired.
②George returned after the war，only __________(tell)that his wife had left him.
③The sun began to rise in the sky，__________(bathe)the mountain in golden light.
④_________(see)from the top of the mountain，the city is very beautiful.
to take
to be told
bathing
Seen
动词不定式作状语
动词不定式用作状语时，可以表示谓语动作发生的原因、目的、结果。
①He came here to attend an important meeting.
②Sam was very surprised to hear the news.
③He went home to find his old friend George waiting for him.
目的
原因
结果
V-ing形式作状语时，它的逻辑主语必须与主句的主语是一致的。
Check the sentences.
Looking out of the window, a cat was walking along the wall.
Looking out of the window, we saw a cat walking along the wall.
V-ing形式作状语
V-ing形式用作状语时，可以表示谓语动作发生的原因、时间、结果、条件、伴随、让步和方式等，起作用相当于状语从句或并列句。
1. When I walked in the street, I saw a tailor’s shop.
2. Because he was poor, he couldn’t afford a TV set.
3. His father died and left the family even worse off.
4. If you use your head, you will find a good way.
5. Though he studied hard, he didn’t pass the exam.
6. He earns a living by driving a truck.
7. He sat in the chair and read a newspaper.
Walking in the street, I saw a tailor’s shop.
Being poor, he couldn’t afford a TV set.
His father died , leaving the family even worse off.
Using your head, you will find a good way.
Studying hard, he didn’t pass the exam.
He sat in the chair ,reading a newspaper.
V–ing 用于某些固定搭配中，
表示说话人的态度、观点等，如：generally speaking, frankly/honestly speaking, judging by/from, considering/seeing, supposing 等等。
① Supposing it rains, we will put off the
sports meeting.
② Generally speaking, boys are more
interested in science than girls.
如果下雨，我们就推迟运动会。
一般来说，男孩比女孩对科学更感兴趣。
1. Asked what had happened, he kept silent.
2. Caught in a heavy rain, he was all wet.
3. Given more time, we would be able to do the
work much better.
4. Left alone at home, the little boy didn’t feel
afraid at all.
5. The teacher entered the classroom, followed by
some students.
时间
原因
条件
让步
伴随
1. When he was asked what had happened, he kept silent.
2. Because he was caught in a heavy rain, he was all wet.
3. If we were given more time, we would be able to do the work much better.
5. The teacher entered the classroom, and he was followed by some students.
4. Although he was left alone at home, the little boy didn’t feel afraid at all.
V-ed形式用作状语时，可以表示谓语动作发生的时间、原因、条件、让步、伴随或方式，相当于状语从句或并列句。
逻辑主语必须与句子的主语一致。
V-ed形式作状语
Change the sentences into complete ones.
① When heated, ice will be changed into water.
② Unless invited, I won’t attend his wedding.
③ Once caught smoking in the kitchen, the cook will be fired.
When it is heated, ice will be changed into
water.
Unless I am invited, I won’t attend his wedding.
Once the cook is caught smoking in the
kitchen, he will be fired.
V-ed作状语有时可保留连词，构成“连词+V-ed”结构，即:
while, when, once, as, though, unless, if 等连词)+V-ed。
状语从句的省略
①______ from the top of the building, the school looks beautiful.
②______ from the top of the building, we found the school beautiful.
Seen
Seeing
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。
如果句子的主语和分词是主动关系，用V-ing形式。
如果句子的主语和分词是被动关系，用V-ed形式。
三、非谓语动词作宾语补足语
1．The doctor warned him not to eat too much meat.
2．He depends on you to help him with his English.
3．They use computers to keep the traffic running smoothly.
4．He tried to get his work recognized in the medical circles.
5．I saw him leave a few minutes ago.
6．He saw the suspect entering the building.
7．Back from his two year medical service in Africa，Dr.Lee was very happy to see his mother taken good care of at home.
1．有些动词及动词短语后接不定式作宾补，即“动词/动词短语＋sb.＋to do”。
2. ing 形式作宾语补足语时，表主动并且正在进行的动作。
3．过去分词作宾语补足语时，表被动并且已完成的动作。
4．非谓语动词作感官动词和使役动词的宾补
allow 允许
beg 乞求
encourage 鼓励
forbid 禁止
intend 意欲
order 订购
prefer 喜爱
teach 教
tell 告诉
warn 警告
wait for 等待
call on 号召；要求
advise 建议
ask 询问；要求
cause 导致
expect 期望
force 强迫
invite 邀请
persuade 说服
require 需要
remind 提醒
want 想要
wish 想要
depend on 依靠
verb + object + to infinitive
(1) Can you help me ____________ English
你可以帮助我学英语吗？
(2) I wish you could persuade her__________________.
我希望你可以说服她仔细考虑一下。
to learn
to think it over
使役动词
(1)使役动词have，make，let后用不带to的不定式作宾语补足语，表示“使，让”的含义。
The teacher had/made/let some students stay in the classroom after school.
＝The teacher got some students to stay in the classroom after school.
放学后老师让一些学生待在教室里。
(2)have sb.doing sth.用于否定句中，常与can't，won't等连用，表示“不能容忍某人做某事”。
I won't have you speaking to your dad like that.
我不容许你和你父亲那样讲话。
(3)have/get/make＋宾语＋done让……被……/遭遇某事(强调被动性动作)
I'll have/get/make my bike repaired tomorrow.
我明天得(请人)修一下我的自行车。
He had his wallet stolen on his way home.
在回家的路上，他的钱包被偷了。
[即学即练3]　单句语法填空
①I heard an English song ____________(sing) by a little girl when I passed by her room yesterday.
②Claire had her luggage __________(check) an hour before her plane left.
③She was seen_________(enter) the manager's office ten minutes ago.
④Let those in need ___________(understand) that we will go all out to help them.
being sung
checked
to enter
understand
动词不定式作宾语补足语
带to的不定式
① I'd like you to keep everything tidy.
我希望你能保持每样东西都整洁。
② The teacher asked us to finish the work today.
老师要我们今天完成工作。
③ Can you remind me to phone Ann tomorrow
你能提醒我明天给安打个电话吗？
不带to的不定式
1) 用于使役动词let、make和have后面
①Her parents wouldn’t let her go out alone.
她父母不会让她独自出门。
②The boss made the workers work 8 hours a day.
老板让工人们每天工作8小时。
③The teacher often has his students read aloud in class.
老师经常让他的学生在教室里大声读。
2) 用于感官动词一感feel, 二听hear, listen to, 五看see，notice, observe, look at, watch等后面
①I felt something crawl up my arm.
我觉得有个东西顺着手臂往上爬。
②Did you hear him go out
你听到他出去了吗？
③They saw the boy fall suddenly from the tree.
他们看见那小男孩突然从树上跌下来。
④They watched the bus disappear into the distance.
他们注视着公共汽车消失在远方。
V-ing形式作宾语补足语
1. see, watch, hear, feel, notice, smell等感官动词后接V-ing作宾语补足语, 表示该动作正在进行。
① I didn’t notice him waiting.
我没注意到他正在等我。
② I felt an ant climbing over my leg.
我感到一只蚂蚁正在我的腿上爬。
③ Can you smell anything burning
你闻到什么东西正在燃烧吗？
④ I saw him running down the street.
我看见他正沿着街跑。
2. have, leave, keep等使役动词后接V-ing作宾语补足语, 表示“使处于某种状态”。
① They shut the door and left, leaving the fire burning.
他们关上门走了，留下火在燃烧。
② Sorry, I’ve kept you waiting a long time.
对不起，让您久等了。
使役和感官动词之后用-ing形式和不带to的不定式作宾语补足语的区别：
① We passed by the classroom and saw the
teacher making the experiment.
我们走过教室，看见老师在做实验。
（只在走过教室的刹那间，看见老师正在做实验）
表示动作正在进行
② We sat an hour and watched the teacher
make the experiment.
我们坐了一个小时，看老师做实验。
（一个小时之内一直在看老师做实验）
表示（或强调）动作从开始到结束的全过程
1. like, want, wish, order等后面接V-ed作宾语补足语, 表示命令或希望某件事被完成。
① I want the suit made to his own measure.
我想要这套衣服按他自己的尺寸来做。
② He didn't wish it mentioned.
他不希望它被提及。
③ I want the room cleaned up when I come back.
我希望在我回来的时候，房间已清理好。
V-ed形式作宾语补足语
① I saw an old man knocked down by a car just now.
我刚才看到一位老人被车撞倒了。
② He found his home town greatly changed.
他发现自己的家乡大变样了。
2. see, hear, notice, observe, watch, feel, find等感官动词后接V-ed作宾语补足语, 表示该动作与宾语之间是被动关系或者该动作已经完成。
① We're having our car repaired.
我们正在请人修理汽车。
② You’d better keep the guests seated.
你最好让客人坐下。
③ He had his money stolen.
他的钱被偷了。
3. have, get, make, leave, keep等使役动词后接V-ed作宾语补足语, 表示动作由他人完成。
在with的复合结构中可接不定式，V-ing 和V-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 With a lot of work to do, he wasn't allowed to go out.
② With spring coming on, trees turn green.
③ With prices going up so fast, we can't afford luxuries.
④ With water heated, we can see the steam.
⑤The murderer was brought in, with his hands tied behind his back.
(方式)
(条件)
(原因)
(时间)
(原因)
不定式表示将发生的动作;
V-ing和前面的宾语是逻辑上的主谓关系;
V-ed和前面的宾语是逻辑上的动宾关系。
用括号中所给单词的适当形式填空。
1. Mr. Lee noticed a girl ___________(stand) at the door, so he stopped to ask why she was there.
2. My computer broke down this morning, and I will get it_________(repair) as soon as possible.
3. I hurried to his house, only ________(find) that he was not at home.
4. He has no friend ___________(depend) on.
5. The child ___________ (stand) over there is my brother.
standing
repaired
to find
to depend
standing
7. ________________ (know) how to go to the park, he turned to the police for help.
8. _____________ (frighten) by the noise outside, Sue dared not sleep in her bedroom.
9. The Greens, our neighbours, are kind enough ________(take) care of my mother while I am away.
10. This is the problem ____________ (discuss) at the meeting yesterday.
11. When he entered the room, he found the window ____________(break).
12. Where would you recommend me ________ (go) for holiday
Not knowing
Frightened
to take
discussed
broken
to go
The Lake Poets were a small group of poets ___ (live) in the Lake District of England in the late 18th and early 19th centuries. The Lake District, ___ (know) for its beauty, is in the north-west of England. The first of the poets __________________ (come) there was Robert Southey, one of the most __ (respect) poets of his time. He was followed by William Wordsworth, perhaps Britain's most __________ (celebrate) 19th century poet, and then Samuel Coleridge, who had written the ____________ (pioneer) work Lyrical Ballads with Wordsworth. Soon, _________ (draw) both by its natural beauty and a desire to be near these famous poets, other poets came (live) in the Lake District. All of these poets were seen as part of the Romantic Movement.
Complete the passage with the correct form of the verbs in brackets.
living
respected
known
to come / coming
to live
drawn
pioneering
celebrated
I enjoyed 1.　　　　　 (visit) modern art exhibitions . I was looking forward to 2.　　　　　(visit) the Tate Modern Art Gallery in London . I decided 3. 　　　　　(go) there last Saturday . My friend agreed 4. 　　　　　(come) with me . We planned 5.　　　　　(spend) the whole day there. We planned 6.　　　　　(meet) at 9 am . My friend promised
7.　　　　　(be) there on time . However , my friend hates
8.　　　　　 (get up) early and he arrived an hour late . After half an hour I got tired of 9. 　　　　　(wait) and I 10. ____　　　 (visit) the exhibition alone.
visiting
visiting
to go
to come
to spend
to meet
to be
getting up
waiting
visited(共25张PPT)
Nature in words
Book 6 Unit 6
Starting out & Understanding ideas
Activity 1 Watch the video and answer the questions
1 What literary forms are mentioned in the video
Poems, letters, travel journals, essays and novels are the literary forms.
Reference
eclipse [ kl ps] n. 日蚀
nay [ne ] =no
bobolink n. 刺歌雀
cricket [ kr k t] n. 蟋蟀
impotent [ mp t nt] adj. 无能的
What is “nature” in Dickinson’s eyes
What message does this poem try to convey
Although what we see and hear in nature appears to be simple, within that simplicity lie great beauty, mystery and magnificence that humans cannot truly appreciate or capture in their art.
Listen and read the poem.
Answer the questions.
What images are used to symbolise nature
Pre-reading
Read the short introduction to the author of First Snow and answer the questions.
1. What careers did Priestley have in his lifetime
He worked as a soldier, a freelance writer and a radio presenter.
2. What kind of person do you think he was
Activity 1
First Snow
by John Boynton Priestley
Background information for the names in Para.1
Robert Wilson Lynd (1879–1949) was an Anglo-Irish writer, literary essayist and Irish nationalist. He is best remembered today for the remarkable sequence of essays he wrote over a period of more than thirty years.
Jane Austen (1775–1817) was an English novelist, best known for her social commentary in novels such as Sense and Sensibility, Pride and Prejudice and Emma.
Mr Woodhouse is a central character in Emma, and the father of the protagonist, Emma Woodhouse. He is constantly worried about his health and wants a quiet, simple life.
Activity 2 Read and choose the author's purpose in writing the passage and give your reasons.
By describing the magical scenery of the first snow, the author encourages readers to come to England and experience its beauty for themselves.
By depicting the beautiful, near-magical scenery of the first snow, the author wants to convey his love for snow.
By recalling his memories as a child during the first snow, the author expresses his longing for the innocent happiness of childhood.

Activity 3 How does the author organise the structure of the passage
By the order of time.
When I got up this morning…
The sun came out…
An hour or two later…
Now…
While-reading
The author uses picturesque language to depict the first snow.
Complete the diagram with the expressions you find in the passage.
Activity 4
picturesque adj.producing strong mental images by using unusual words 生动的；栩栩如生的
While-reading
Activity 4
Timeline
Scenery
When I got up this morning…
The sun came out…
The world became a 1________________________ ____________. The light coming through the windows seemed quite strange, and it made the familiar business of splashing (泼洒) and shaving and brushing and dressing very strange too.
The snow became 2______________. My dining-room window changed into 3___________________. The little plum tree outside, with snow 4__________ _______________________________________, stood in full sunlight.
cold place of dead white and pale blues
delicate pinks
a lovely Japanese print
lining its branches and artfully disposed along its trunk
While-reading
Activity 4
Timeline
Scenery
An hour or two later…
Now…
Everything was a 5___________________________. The ground 6_______________, the sky was 7__________, and all the trees 8________________ __________________. The entire scene looked 9___________________.
The snow is 10______________________________. The roofs are 11______. The trees are 12__________. I can see the children flattening their noses against the window.
thick grey
so many black and threatening shapes
like a cruel grassland
cold sparkle of white and blue
went on and on
all bending
falling heavily in great soft flakes
thick
Hans Andersen
Hans Christian Andersen (1805–1875) was a Danish author who wrote some of literature’s best-loved fairy tales, including “The Emperor’s New Clothes”, “The Little Mermaid” and “The Ugly Duckling”. His fairy tales are among the most frequently translated works in all of literary history, and the themes of his stories appeal to adults and children alike.
While-reading
Activity 4
Timeline
Scenery
An hour or two later…
Now…
Everything was a 5___________________________. The ground 6_______________, the sky was 7__________, and all the trees 8________________ __________________. The entire scene looked 9___________________.
The snow is 10______________________________. The roofs are 11______. The trees are 12__________. I can see the children flattening their noses against the window.
thick grey
so many black and threatening shapes
like a cruel grassland
cold sparkle of white and blue
went on and on
all bending
falling heavily in great soft flakes
thick
Colors:
dead white, pale blues— delicate pinks— thick grey — black —grey loaded
Lights:
shine bravely — flushing — full sunlight — cold sparkle — glare
Changes
Activity 5
Think and share
Why does the author mention Jane Austen at the beginning of the passage
Mr Robert Lynd once said of Jane Austen’s characters: “They are people in whose lives a slight fall of snow is an event.
“… last night’s fall of snow here was an event.”
An event is something that happens, especially when it is unusual or important.
Background information
Robert Wilson Lynd (1879–1949) was an Anglo-Irish writer, literary essayist and Irish nationalist. He is best remembered today for the remarkable sequence of essays he wrote over a period of more than thirty years.
Jane Austen (1775–1817) was an English novelist, best known for her social commentary in novels such as Sense and Sensibility, Pride and Prejudice and Emma.
Mr Woodhouse is a central character in Emma, and the father of the protagonist, Emma Woodhouse. He is constantly worried about his health and wants a quiet, simple life.
Why does the author mention Jane Austen at the beginning of the passage
Mr Robert Lynd once said of Jane Austen’s characters: “They are people in whose lives a slight fall of snow is an event.
By referencing the characters of Jane Austen, who is known for her witty, perceptive observations of early 19th century English country life, the author is emphasising the irony and self-awareness with which he goes on to make his statement about the first snow.
Think and share
P82 Activity 1
在早期，在开始阶段
（战争）突然开始；爆发
逃脱死亡
在很多场合
十分受欢迎
early on
break out
escape death
on a number of occasions
immensely popular
Early on during the war, many people managed to escape death when the battles broke out on a number of occasions, and the local hero who helped them became immensely popular among the survivors.
翻译：在战争初期，许多人在多次战斗爆发的场合逃脱了死亡，并且那位帮助过他们的当地英雄在幸存者中非常受欢迎。
Para. 1
就……谈看法
They are people in ______ lives a slight fall of snow is an event.
冒着……的风险
言辞诙谐的
insist that
say of
at the risk of
witty
I must insist that last night’s fall of snow here was an event.
坚持说/认为 + 陈述语气
He insists that she (should) come.
坚决要求、主张 + 虚拟语气
whose
Para. 1
I was nearly as excited about it this morning as the children, _______ I found all ________ (look) through the window at the magic outside and ________ (talk) away as excitedly as if Christmas ______ suddenly _______ (come) round again.
whom
looking
talking
had
come
It is the first fall we __________ (have) here this winter, and last year I was out of the country, __________ (sweat) in a hot climate, during the snowy season, so that it really does seem an age ______ I saw the ground so fascinating carpeted.
have had
sweating
since
Para. 2
Translate: You go to bed in one kind of world and wake up ______ (find) yourself in another quite different and if this is not magic, then where is it ______________ (find)
入睡时，世界是一个模样，醒来则是完全不同的另一番景象，若非有魔力，如何才能这般？/若这不算魔法，哪里才能找到魔法？
Translate: Then the sun came out, and by the time I _________ (sit) down to breakfast it was shining bravely and flushing the snow with delicate pinks.
接着太阳出来了，等到我坐下来吃早餐时，太阳的光彩已是绚烂夺目，给雪地添了一抹柔和的粉红色。
to find
to be found
had sat
Para. 3
泼洒；哗啦哗啦地溅
使改变形态成……
Translate: The little plum tree outside, with the ________ (微弱地) flushed snow _________ (line) its branches and artfully _________ (dispose) along its trunk, ________ (stand) in full sunlight.
在阳光普照之下，屋外李子树的树干和枝丫被淡粉的积雪精致巧妙地装点着。
be transformed/turned into
faintly
lining
disposed
stood
splash v.
Para. 4
It was as if our kindly countryside, close to the very heart of England, ______________ (turn) into a cruel grassland.
Translate: At any moment, it seemed, ________ (大量的) horsemen might be seen _________ (break) out from the black trees, so many weapons might be heard and some distant _________ (少量) snow be __________ (red).
仿佛随时可能看见一群骑兵从黑黝黝的树丛中冲出，可能听见兵戎相见的响声，最后好像看见远处的白雪一点点被（鲜血）染红。
had been turned
a body of
breaking
spot of
reddened
闪烁（或闪耀）的光
凶神恶煞的，恐吓的
风景；前景
sparkle n. v. to shine brightly
threatening adj.
prospect
Para. 5
一点；少许 没有
Translate: But the snow is falling heavily, in great soft flakes, ______ (以至于) you can hardly see across the shallow valley, and the roofs are thick and the trees all bending, and the weathercock (风信鸡) of the village church, still __________ (see) through the grey loaded air, has become some creature out of Hans Andersen.
大片柔软的雪花铺天盖地地飘落，遮挡了你的视线，让你几乎看不到浅浅的山谷。屋顶上存了厚厚的积雪，树枝被压得弯下腰来，村庄教堂的风信鸡在灰蒙蒙的空气中依稀可见，像是从安徒生童话里走出来的活物。
a touch of…
so that
to be seen
刺眼的光；怒视
glare n. glare (v.) at ...
no touch of…
Homework

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