外研版（2019）选择性必修第三册Unit 6 Nature in words Using Language课件（共47张PPT）
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| 名称 | 外研版（2019）选择性必修第三册Unit 6 Nature in words Using Language课件（共47张PPT） |
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| 格式 | pptx | ||
| 文件大小 | 31.9MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-12-28 14:54:17 | ||
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(共48张PPT)
Unit 6
Nature in words
Using language
Learning Objectives
PART. 01
Understand the daily study and life of British middle school students by watching videos. Based on your own daily study and life, compare the study and life in Chinese and British schools, and find out the similarities and differences between the two. Talk about your first impression of high school life, and have a preliminary perception of the study and life in the senior high school stage.
Learning Objectives
Master non-finite forms as attributive, adverbial and complement and apply them in writing. Analyze nature descriptions, categorize descriptive words, and write travel entries using learned structures. Understand conversations about nature vocabulary and debate language issues with target expressions.
Explore nature’s portrayal in Western literature and modern language debates, understanding how different cultures value nature in language, literature, and daily life.
Break down non-finite form functions, categorize nature descriptive words, and dissect literary nature portrayals. Use descriptive words to write vivid nature-focused travel entries and imagine nature scenes in favorite seasons.
Work in pairs to discuss travel experiences, peer-correct blog content and debate language issues. Practice non-finite forms and reflect on the importance of nature vocabulary.
Understand the daily study and life of British middle school students by watching videos. Based on your own daily study and life, compare the study and life in Chinese and British schools, and find out the similarities and differences between the two. Talk about your first impression of high school life, and have a preliminary perception of the study and life in the senior high school stage.
Teaching Focuses and Anticipated Difficulties
Master non-finite forms as attributive, adverbial and complement and apply them in writing, analyze nature descriptions, categorize descriptive words, write travel entries, and debate language issues with target expressions.
Breaking down non-finite form functions (attributive, adverbial, complement) accurately, and using descriptive words and non-finite forms to write vivid nature-focused travel entries.
Grammar
PART. 02
Look at the sentences from the reading passage and answer the questions.
1. What is the difference between the verbs in bold in sentences (a) and (c)
“Carpeted” in sentence (a) is a past participle used as complement and “flattening” in sentence (c) is a present participle used as complement.
Look at the sentences from the reading passage and answer the questions.
2. In sentence (b), does “to find” indicate purpose or result
In sentence (b), “to find” indicates result.
3. In sentence (d), does “to watch” indicate purpose or result What is the function of “falling”
In sentence (d), “to watch” indicates purpose; “falling” is an attributive used to describe the snow.
non-finite forms as attributive, adverbial and complement
一、非谓语动词作定语
1. 动词-ing形式作定语
（1）单个动词-ing形式作定语位于被修饰名词前，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。
building materials = materials for building 建筑材料
drinking water = water for drinking 饮用水
a reading room = a room for reading 阅览室
a writing desk = a desk for writing 写字台
（2）动词-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。
The 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。
（3）动词-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。
His brother, working as a teacher, lives in Beijing.
= His brother, who is working as a teacher, lives in Beijing.
他哥哥住在北京，是一名教师。
（4）某些动词-ing形式作定语时，不再表示动作，已经变成了形容词词性。
an interesting story 一个有趣的故事
an exciting match 一场激动人心的比赛
（5）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。
I am looking for something interesting to read during the vacation.
我正在找一些有趣的东西在假期读。
Those remaining will have to wait for the next bus. 剩下的那些人得等下一班公交车。
2. 不定式作定语
不定式作定语时，通常放在被修饰词的后面，用来表示将要发生的动作，且不定式和被修饰词之间是主谓关系。
She has a lot of homework to finish. 她有很多要完成的作业。
The man to give us a speech is our headmaster. 将要给我们演讲的人是我们的校长。
3. 过去分词作定语
（1）过去分词作定语，可放在被修饰词前或后，用来表示被动、已经完成的动作，分词和被修饰词之间是动宾关系。单个过去分词作定语位于被修饰名词前，过去分词短语作定语时，放在所修饰的名词之后。
The broken window was repaired yesterday. 那扇破碎的窗户昨天被修好了。
We need to read the books written by Mo Yan. 我们需要读莫言写的书。
（2）及物动词的-ed形式作定语时一般兼有被动和完成的意义。
the stolen bike 一辆被盗的自行车 a deserted house 一间废弃的房子
（3）不及物动词的-ed形式作定语时只有完成意义。
the risen sun 一轮升起的太阳 a faded flower 一朵凋谢的花
二、非谓语动词作状语
1. 动词-ing形式作状语
现在分词在句中作结果、时间、原因、伴随、方式、条件、让步等状语。
（1）时间状语
Hearing the news, they all jumped for joy. 听到这个消息，他们都高兴得跳了起来。
（2）原因状语
Being an outgoing girl, I get along well with my classmates.
作为一个外向的女孩，我和同学们相处得很融洽。
（3）条件状语
Working hard, you will do well in your exams. 你如果努力学习，就会在考试中取得好成绩。
（4）结果状语
The snow lasted a week, resulting in serious traffic confusion in the whole city.
雪下了一个星期，造成整个城市严重的交通混乱。
（5）让步状语
Weighing almost fifty kilograms, the box was lifted by him with one hand.
那箱子将近 50公斤重，但还是被他用一只手拎起来了。
（6）伴随状语
He stood leaning against the wall.
他斜靠着墙站着。
2. 不定式作状语
不定式在句中作目的、结果、原因等状语。
（1）表目的：可直接用 to do，也可转换为 in order to do（句首 / 句中均可）或 so as to do（仅用于句中）
To improve his oral English, he practices with foreigners every weekend.
为了提高口语，他每周和外国人练习。
（2） 表结果：常用 only to do 结构，表出乎意料的结果。
He hurried to the station, only to find the train had left.
他匆忙赶到车站，结果发现火车已经开走了。
（3）表原因：多用于 be + 表情绪的形容词 + to do 结构。
She was happy to receive a gift from her parents. 收到父母的礼物，她很开心。
3. 过去分词作状语
过去分词在句中作结果、时间、原因、伴随、方式、条件、让步等状语。
（1）时间状语
When asked about his plan, he said he would travel around the world.
当被问到计划时，他说要环游世界。
（2） 原因状语
Deeply moved by the movie, many audience burst into tears.
被这部电影深深打动，很多观众哭了。
（3）条件状语
Given a chance, she will surely succeed. 如果得到机会，她一定会成功。
（4）让步状语
Beaten by the opposite team, we didn’t lose heart. 虽然被对手打败，但我们没有灰心。
（5）某些动词的过去分词已经形容词化，这些过去分词作状语时，既不表示被动，也不表示完成，而表示一种状态，如lost（迷路的），seated（坐着的），hidden（隐瞒的），lost/absorbed in（沉溺于），dressed in（穿着……的），tired of
（对……感到厌倦的）等。
Absorbed in the book, he didn't notice me enter the room.
他全神贯注地看书，没有注意到我进了房间。
注意：分词的逻辑主语必须与句子的主语一致。
4. 不定式与现在分词作结果状语的区别
动词不定式作结果状语时，常表示意想不到的结果；而现在分词作结果状语时，常表示自然而然的结果。
He rushed to the airport, only to be told that the flight had taken off.
他冲到机场，结果却被告知航班已经起飞了。
The fire lasted for hours, causing great damage to the building.
大火持续了数小时，给这座建筑造成了巨大的破坏。
三、非谓语动词作补语
1. 动词-ing形式作补语
在see, hear, feel, watch, notice, hear等感官动词后和catch, find, have, keep, leave, start等动词之后可以用动词-ing形式作宾语补足语。这时动词-ing形式和句子宾语之间存在逻辑上的主谓关系，并且动词-ing形式表示正在进行的动作。
We saw a light burning in the window.
我们看到窗户上有灯在燃烧。
I felt somebody patting me on the shoulder.
我感觉有人拍我的肩膀。
2. 不定式作补语
（1）在很多表示“指示、愿望、感觉”等的（短语）动词后都可以用动词不定式作宾语补足语，如ask, hate, like, want, invite, get, force, expect, allow, permit, persuade, order, warn, remind, forbid, advise, teach, prefer等。
Father will not allow us to play in the street. 父亲不会允许我们在街上玩耍。
（2）下列（短语）动词接省略to的动词不定式作宾语补足语：一感 （feel），二听（hear, listen to），三使（let, have, make），五看（see, notice, observe, watch, look at ），半帮助（help）。
Nobody saw him come in. 没人看见他进来。
3. 不定式作补语
（1）wish, like, want, order等后面接过去分词作补语，表示命令或希望某件事被完成。
The manager wants the report finished before the meeting. 经理要求报告在会议前完成。
（2）see, hear, notice, observe, watch, feel, find等感官动词后接过去分词作补语，表示该动作与宾语之间是被动关系或者该动作已经完成。
She heard her name called when she was walking in the street.
她在街上走的时候，听到有人叫她的名字。
（3）have, get, make, leave, keep等使役动词后接过去分词作补语，表示动作由他人完成。
He had his car repaired at the garage yesterday. 他昨天在修理厂让人把车修好了。
4. 动词不定式和动词-ing形式作宾语补足语的区别
在see, hear, feel, watch, notice等感官动词后，既可用动词-ing形式作宾语补足语，也可用不带to的不定式作宾语补足语，两者之间有一定的区别。
① 用动词-ing形式时，表示动作正在进行；
Do you hear someone knocking at the door
你听见有人正在敲门吗？
② 用动词不定式时，表示动作的全过程已经结束了。
Do you hear someone knock at the door
你听见有人敲门了吗？
What / That is certain is that comedians often use comedy to help them understand themselves and the world. In fact, comedy is a very serious job indeed!
Complete the passage with the correct form of the verbs in brackets.
The Lake Poets were a small group of poets 1 _______ (live) in the Lake District of England in the late 18th and early 19th centuries.The Lake District, 2 ________ (know) for its beauty, is in the north-west of England. The first of the poets 3 _______________ (come) there was Robert Southey, one of the most 4 _________ (respect) poets of his time. He was followed by William Wordsworth, perhaps Britain’s most 5 ___________ (celebrate) 19th century poet, and then Samuel Coleridge, who had written the 6 __________ (pioneer) work Lyrical Ballads with Wordsworth. Soon, 7 ________ (draw) both by its natural beauty and a desire to be near these famous poets, other poets came 8 ________ (live) in the Lake District. All of these poets were seen as part of the Romantic Movement.
living
known
to come/coming
respected
celebrated
pioneering
drawn
to live
What / That is certain is that comedians often use comedy to help them understand themselves and the world. In fact, comedy is a very serious job indeed!
湖畔诗人（The Lake Poets），是指十九世纪英国浪漫主义运动中较早产生的一个流派。他们的诗作中的词句赞美大自然的湖光山色、抒发缠绵的爱情、歌颂纯真的友谊，多带有清新自然、青春亮丽、富有哲理的特点。
湖畔派诗人的主要代表有华兹华斯、柯勒律治、骚塞。
Look at the picture and complete the travel journal entry with the words in the box. Use the structures you have learnt in this unit where appropriate.
find blow go see fall relax enjoy run
Today, whilst walking along a peaceful river running through a university campus, I was amazed to find...
Work in pairs. Talk about a travel experience of your own that brought you closer to nature, using the structures you have learnt in this unit where appropriate.
Read the paragraph and answer the questions. Pay attention to the words in bold.
There is no month in the whole year in which nature wears a more beautiful appearance than in the month of August. Spring has many beauties, and May is a fresh and blooming month, but the charms of this time of year are enhanced by their contrast with the winter season. August has no such advantage. It comes when we remember nothing but clear skies, green fields, and sweet-smelling flowers — when the memory of snow, and ice, and bleak winds, has faded from our minds as completely as they have disappeared from the earth — and yet what a pleasant time it is! Orchards and fields sing with the sound of work; trees bend beneath the thick clusters of rich fruit which bow their branches to the ground; and the wheat, piled in graceful sheaves, or waving in every gentle wind that sweeps above it, tinges the landscape with a golden colour. A soft, pleasant light appears to hang over the whole earth; the influence of the season seems to extend itself even to a passing wagon, whose slow motion across the well-reaped field is seen by the eye, but makes no loud noises upon the ear. (Adaptation from The Pickwick Papers by Charles Dickens)
1. What does this paragraph mainly describe
This paragraph mainly describes the beautiful appearance in the month of August.
2. What aspects does the author describe
The author describes the skies, fields, flowers, orchards, trees, wheat and the quality of the light.
Read the paragraph and answer the questions. Pay attention to the words in bold.
Put the words in Activity 5 into the boxes. Find out what they are used to describe.
loud
fresh,
sweet-smelling
blooming, bend, bow, piled, waving, sweep, tinges, makes
thick clusters, graceful sheaves
clear, green, rich, golden
fresh, bleak, gentle, soft, pleasant
Now think of more words in each category and add them to the boxes. Then describe nature during your favourite season with the words you have learnt.
Listening
PART. 03
Open a dictionary, and you’ll be surprised to f ind that there are many more words about nature than you would think. There are various ways to describe the things we see in the natural world, no matter whether it’s a flower, a weed, an animal or the rain. For example, there are many ways to describe the different sounds of birds, such as chatter, chirp, cluck, hoot and tweet. These words can help us to write vivid descriptions of nature.
Did You Know
Listen to the conversation and answer the questions.
1. What book was the man reading
The man was reading a book called Landmarks.
2. Why was the man annoyed
3. What was the girl’s opinion
Listen to the conversation again and correct the mistakes in the man’s blog.
Recently I was reading a book called Landmarks by Robert Macfarlane. What the author wrote made me feel confused. He said that many words describing nature were being added to the new version of the junior dictionary. These are words like “pasture” and “bluebell”. A “pasture” is a dense forest for cows and horses
to eat. “Bluebells” are fruit shaped like bells. The reason why they are doing this is that they think these words are irrelevant to children, so instead they’ve replaced them with terms like “film”. Perhaps the dictionary does have a point, because most children don’t get out into nature that much nowadays. They spend all their time watching TV instead. But it’s a pity. In my opinion, these words form part of our literature. They add colour to our lives, and shouldn’t be lost. My granddaughter has the same opinion as me. She says we are losing old
words all the time. And as times change, old words become as normal to young people as the new ones are to me.
Eric’s blog
annoyed
now missing from
field of grass
blue flowers
a different opinion from
history
blog
on computers
new words become as normal to young people as the old ones are to me
Now work in pairs and act out the conversation.
F: Morning, Grandpa!
M: [grumpily] Morning, Suzie.
F: Grandpa, is there something wrong You seem a bit upset.
M: Yes, well... I’m sorry, Suzie. It’s just that I’ve been reading this new book called Landmarks by Robert Macfarlane, and something he wrote about has made me rather annoyed.
F: What is it
M: He explained that many words describing nature were now missing from the new version of the junior dictionary.
F: I don’t quite understand. Can you give me some examples
M: Well, words such as “pasture” and “bluebell”.
F: I don’t know those words. What do they mean
Now work in pairs and act out the conversation.
M: The former means a field of grass for cows and horses to eat. “Bluebells” are blue flowers shaped like bells.
F: I’ve never heard of them. Why would they take them out of the dictionary
M: Well, according to Macfarlane, the main reason for doing this is that these words are no longer relevant to children. Instead, they’ve replaced them with new terms like “blog”.
F: I don’t know, maybe the dictionary has a point. Most children don’t get out into nature that much nowadays. They spend much of their time on computers, for instance. I think the new terms they added are words we hear in our everyday use.
M: Ah! That may be true, but it’s a pity.
F: In what way
M: Two reasons, I think. Firstly, children are losing the joy of being young, of being outside under the trees with grass under their feet. Secondly, these words form part of our history. They add colour to our lives, and shouldn’t be lost.
Now work in pairs and act out the conversation.
F: I’m not so sure, Grandpa. Young people might not get out into nature much, but we still experience joy. And as for losing words... well, you don’t remember all the words from Shakespeare’s day, do you
M: Er... well, no...
F: Exactly! Times puters play a large part in our lives now. Consider social media. It is as normal to us now as... what was that funny old word you said Posture
M: Pasture, Suzie!
F: Yes. Social media is as normal to young people as pasture is to you.
M: [sighs]
F: [laughs] I know what would cheer you up. Let’s go for a walk outside.
M: Aha! See You can’t beat nature, Suzie, eh
[both laugh]
Complete the boxes with the expressions from the conversation.
... such as...
The main reason...
..., for instance.
Two reasons, I think.
Consider...
Giving examples
Giving explanations
... such as...
..., for instance.
The main reason...
Two reasons, I think.
Consider...
Work in pairs. Talk about your opinions of the issue
discussed in Activity 8 using the expressions in this section.
Now think about your performance. Have you actively participated in the discussion What can you do to improve your performance
Vocabulary
1. bleak
bleak situation 严峻的形势
bleak weather 阴冷的天气
bleakness n. 荒凉；凄凉；黯淡；无希望
例题：
Standing on the top of the hill, we could see the __________ (bleak) of the abandoned factory in the distance.
bleakness
Vocabulary
2. fade
fade away 逐渐消失；衰弱；病重死亡
fade (sth) in/out （使）（画面）淡入/淡出；（使）（声音）渐强/渐弱
例题：
As the sun went down, the last light of the day ___________ quickly.
太阳落山后，白昼的最后一缕光线很快褪去了。
faded away
Exercise
PART. 04
1. I never knew my grandmother, but I always imagine her as a kind and ________ (温和的) person.
2. The village was ________ (清扫) away when the dam burst. As a result, many people became homeless.
3. The house retains much of its original ________ (魅力).
4. This plant ________ (开花) between May and June every year.
5. The region produces over 50% of the country’s ________ (小麦).
6. The green colours ________ (褪色) in autumn and we enjoy the harvest.
gentle
Exercise: 用所给词的适当形式填空
swept
charm
blooms
wheat
fade
1. __________ (signal) that there is trouble ahead, a driver will turn on the warning lights.
2. The number of people _____________ (participate) in physical fitness activities has increased sharply.
3. Passing by the music room yesterday, I heard my favorite song __________ (sing) by the school choir.
4. ___________ (prohibit) from using mobile phones in class, students have to focus more on listening to the teacher.
To signal
Exercise: 用所给词的适当形式填空
participating
being sung
Prohibited
5. The research team, __________ (motivate) by the initial success of their experiment, decided to expand their project to include more case studies.
6. With all the documents ________ (check) carefully, they ensured the meeting would go smoothly.
7. I knocked on the old man’s door and tried to persuade him _________ (buy) my newspaper.
8. Neil Armstrong was the first person _________ (set) foot on the moon, realizing a great dream of mankind.
motivated
Exercise: 用所给词的适当形式填空
checked
to buy
to set
Summary
PART. 05
Using language
Grammar
Vocabulary
Listening
非谓语动词作定语、状语和补语
非谓语动词作定语
非谓语动词作补语
非谓语动词作状语
Homework
PART. 06
Review what you have learnt in this class;
Prepare for the next lesson.
Homework
See you next class!
Unit 6
Nature in words
Using language
Learning Objectives
PART. 01
Understand the daily study and life of British middle school students by watching videos. Based on your own daily study and life, compare the study and life in Chinese and British schools, and find out the similarities and differences between the two. Talk about your first impression of high school life, and have a preliminary perception of the study and life in the senior high school stage.
Learning Objectives
Master non-finite forms as attributive, adverbial and complement and apply them in writing. Analyze nature descriptions, categorize descriptive words, and write travel entries using learned structures. Understand conversations about nature vocabulary and debate language issues with target expressions.
Explore nature’s portrayal in Western literature and modern language debates, understanding how different cultures value nature in language, literature, and daily life.
Break down non-finite form functions, categorize nature descriptive words, and dissect literary nature portrayals. Use descriptive words to write vivid nature-focused travel entries and imagine nature scenes in favorite seasons.
Work in pairs to discuss travel experiences, peer-correct blog content and debate language issues. Practice non-finite forms and reflect on the importance of nature vocabulary.
Understand the daily study and life of British middle school students by watching videos. Based on your own daily study and life, compare the study and life in Chinese and British schools, and find out the similarities and differences between the two. Talk about your first impression of high school life, and have a preliminary perception of the study and life in the senior high school stage.
Teaching Focuses and Anticipated Difficulties
Master non-finite forms as attributive, adverbial and complement and apply them in writing, analyze nature descriptions, categorize descriptive words, write travel entries, and debate language issues with target expressions.
Breaking down non-finite form functions (attributive, adverbial, complement) accurately, and using descriptive words and non-finite forms to write vivid nature-focused travel entries.
Grammar
PART. 02
Look at the sentences from the reading passage and answer the questions.
1. What is the difference between the verbs in bold in sentences (a) and (c)
“Carpeted” in sentence (a) is a past participle used as complement and “flattening” in sentence (c) is a present participle used as complement.
Look at the sentences from the reading passage and answer the questions.
2. In sentence (b), does “to find” indicate purpose or result
In sentence (b), “to find” indicates result.
3. In sentence (d), does “to watch” indicate purpose or result What is the function of “falling”
In sentence (d), “to watch” indicates purpose; “falling” is an attributive used to describe the snow.
non-finite forms as attributive, adverbial and complement
一、非谓语动词作定语
1. 动词-ing形式作定语
（1）单个动词-ing形式作定语位于被修饰名词前，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。
building materials = materials for building 建筑材料
drinking water = water for drinking 饮用水
a reading room = a room for reading 阅览室
a writing desk = a desk for writing 写字台
（2）动词-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。
The 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。
（3）动词-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。
His brother, working as a teacher, lives in Beijing.
= His brother, who is working as a teacher, lives in Beijing.
他哥哥住在北京，是一名教师。
（4）某些动词-ing形式作定语时，不再表示动作，已经变成了形容词词性。
an interesting story 一个有趣的故事
an exciting match 一场激动人心的比赛
（5）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。
I am looking for something interesting to read during the vacation.
我正在找一些有趣的东西在假期读。
Those remaining will have to wait for the next bus. 剩下的那些人得等下一班公交车。
2. 不定式作定语
不定式作定语时，通常放在被修饰词的后面，用来表示将要发生的动作，且不定式和被修饰词之间是主谓关系。
She has a lot of homework to finish. 她有很多要完成的作业。
The man to give us a speech is our headmaster. 将要给我们演讲的人是我们的校长。
3. 过去分词作定语
（1）过去分词作定语，可放在被修饰词前或后，用来表示被动、已经完成的动作，分词和被修饰词之间是动宾关系。单个过去分词作定语位于被修饰名词前，过去分词短语作定语时，放在所修饰的名词之后。
The broken window was repaired yesterday. 那扇破碎的窗户昨天被修好了。
We need to read the books written by Mo Yan. 我们需要读莫言写的书。
（2）及物动词的-ed形式作定语时一般兼有被动和完成的意义。
the stolen bike 一辆被盗的自行车 a deserted house 一间废弃的房子
（3）不及物动词的-ed形式作定语时只有完成意义。
the risen sun 一轮升起的太阳 a faded flower 一朵凋谢的花
二、非谓语动词作状语
1. 动词-ing形式作状语
现在分词在句中作结果、时间、原因、伴随、方式、条件、让步等状语。
（1）时间状语
Hearing the news, they all jumped for joy. 听到这个消息，他们都高兴得跳了起来。
（2）原因状语
Being an outgoing girl, I get along well with my classmates.
作为一个外向的女孩，我和同学们相处得很融洽。
（3）条件状语
Working hard, you will do well in your exams. 你如果努力学习，就会在考试中取得好成绩。
（4）结果状语
The snow lasted a week, resulting in serious traffic confusion in the whole city.
雪下了一个星期，造成整个城市严重的交通混乱。
（5）让步状语
Weighing almost fifty kilograms, the box was lifted by him with one hand.
那箱子将近 50公斤重，但还是被他用一只手拎起来了。
（6）伴随状语
He stood leaning against the wall.
他斜靠着墙站着。
2. 不定式作状语
不定式在句中作目的、结果、原因等状语。
（1）表目的：可直接用 to do，也可转换为 in order to do（句首 / 句中均可）或 so as to do（仅用于句中）
To improve his oral English, he practices with foreigners every weekend.
为了提高口语，他每周和外国人练习。
（2） 表结果：常用 only to do 结构，表出乎意料的结果。
He hurried to the station, only to find the train had left.
他匆忙赶到车站，结果发现火车已经开走了。
（3）表原因：多用于 be + 表情绪的形容词 + to do 结构。
She was happy to receive a gift from her parents. 收到父母的礼物，她很开心。
3. 过去分词作状语
过去分词在句中作结果、时间、原因、伴随、方式、条件、让步等状语。
（1）时间状语
When asked about his plan, he said he would travel around the world.
当被问到计划时，他说要环游世界。
（2） 原因状语
Deeply moved by the movie, many audience burst into tears.
被这部电影深深打动，很多观众哭了。
（3）条件状语
Given a chance, she will surely succeed. 如果得到机会，她一定会成功。
（4）让步状语
Beaten by the opposite team, we didn’t lose heart. 虽然被对手打败，但我们没有灰心。
（5）某些动词的过去分词已经形容词化，这些过去分词作状语时，既不表示被动，也不表示完成，而表示一种状态，如lost（迷路的），seated（坐着的），hidden（隐瞒的），lost/absorbed in（沉溺于），dressed in（穿着……的），tired of
（对……感到厌倦的）等。
Absorbed in the book, he didn't notice me enter the room.
他全神贯注地看书，没有注意到我进了房间。
注意：分词的逻辑主语必须与句子的主语一致。
4. 不定式与现在分词作结果状语的区别
动词不定式作结果状语时，常表示意想不到的结果；而现在分词作结果状语时，常表示自然而然的结果。
He rushed to the airport, only to be told that the flight had taken off.
他冲到机场，结果却被告知航班已经起飞了。
The fire lasted for hours, causing great damage to the building.
大火持续了数小时，给这座建筑造成了巨大的破坏。
三、非谓语动词作补语
1. 动词-ing形式作补语
在see, hear, feel, watch, notice, hear等感官动词后和catch, find, have, keep, leave, start等动词之后可以用动词-ing形式作宾语补足语。这时动词-ing形式和句子宾语之间存在逻辑上的主谓关系，并且动词-ing形式表示正在进行的动作。
We saw a light burning in the window.
我们看到窗户上有灯在燃烧。
I felt somebody patting me on the shoulder.
我感觉有人拍我的肩膀。
2. 不定式作补语
（1）在很多表示“指示、愿望、感觉”等的（短语）动词后都可以用动词不定式作宾语补足语，如ask, hate, like, want, invite, get, force, expect, allow, permit, persuade, order, warn, remind, forbid, advise, teach, prefer等。
Father will not allow us to play in the street. 父亲不会允许我们在街上玩耍。
（2）下列（短语）动词接省略to的动词不定式作宾语补足语：一感 （feel），二听（hear, listen to），三使（let, have, make），五看（see, notice, observe, watch, look at ），半帮助（help）。
Nobody saw him come in. 没人看见他进来。
3. 不定式作补语
（1）wish, like, want, order等后面接过去分词作补语，表示命令或希望某件事被完成。
The manager wants the report finished before the meeting. 经理要求报告在会议前完成。
（2）see, hear, notice, observe, watch, feel, find等感官动词后接过去分词作补语，表示该动作与宾语之间是被动关系或者该动作已经完成。
She heard her name called when she was walking in the street.
她在街上走的时候，听到有人叫她的名字。
（3）have, get, make, leave, keep等使役动词后接过去分词作补语，表示动作由他人完成。
He had his car repaired at the garage yesterday. 他昨天在修理厂让人把车修好了。
4. 动词不定式和动词-ing形式作宾语补足语的区别
在see, hear, feel, watch, notice等感官动词后，既可用动词-ing形式作宾语补足语，也可用不带to的不定式作宾语补足语，两者之间有一定的区别。
① 用动词-ing形式时，表示动作正在进行；
Do you hear someone knocking at the door
你听见有人正在敲门吗？
② 用动词不定式时，表示动作的全过程已经结束了。
Do you hear someone knock at the door
你听见有人敲门了吗？
What / That is certain is that comedians often use comedy to help them understand themselves and the world. In fact, comedy is a very serious job indeed!
Complete the passage with the correct form of the verbs in brackets.
The Lake Poets were a small group of poets 1 _______ (live) in the Lake District of England in the late 18th and early 19th centuries.The Lake District, 2 ________ (know) for its beauty, is in the north-west of England. The first of the poets 3 _______________ (come) there was Robert Southey, one of the most 4 _________ (respect) poets of his time. He was followed by William Wordsworth, perhaps Britain’s most 5 ___________ (celebrate) 19th century poet, and then Samuel Coleridge, who had written the 6 __________ (pioneer) work Lyrical Ballads with Wordsworth. Soon, 7 ________ (draw) both by its natural beauty and a desire to be near these famous poets, other poets came 8 ________ (live) in the Lake District. All of these poets were seen as part of the Romantic Movement.
living
known
to come/coming
respected
celebrated
pioneering
drawn
to live
What / That is certain is that comedians often use comedy to help them understand themselves and the world. In fact, comedy is a very serious job indeed!
湖畔诗人（The Lake Poets），是指十九世纪英国浪漫主义运动中较早产生的一个流派。他们的诗作中的词句赞美大自然的湖光山色、抒发缠绵的爱情、歌颂纯真的友谊，多带有清新自然、青春亮丽、富有哲理的特点。
湖畔派诗人的主要代表有华兹华斯、柯勒律治、骚塞。
Look at the picture and complete the travel journal entry with the words in the box. Use the structures you have learnt in this unit where appropriate.
find blow go see fall relax enjoy run
Today, whilst walking along a peaceful river running through a university campus, I was amazed to find...
Work in pairs. Talk about a travel experience of your own that brought you closer to nature, using the structures you have learnt in this unit where appropriate.
Read the paragraph and answer the questions. Pay attention to the words in bold.
There is no month in the whole year in which nature wears a more beautiful appearance than in the month of August. Spring has many beauties, and May is a fresh and blooming month, but the charms of this time of year are enhanced by their contrast with the winter season. August has no such advantage. It comes when we remember nothing but clear skies, green fields, and sweet-smelling flowers — when the memory of snow, and ice, and bleak winds, has faded from our minds as completely as they have disappeared from the earth — and yet what a pleasant time it is! Orchards and fields sing with the sound of work; trees bend beneath the thick clusters of rich fruit which bow their branches to the ground; and the wheat, piled in graceful sheaves, or waving in every gentle wind that sweeps above it, tinges the landscape with a golden colour. A soft, pleasant light appears to hang over the whole earth; the influence of the season seems to extend itself even to a passing wagon, whose slow motion across the well-reaped field is seen by the eye, but makes no loud noises upon the ear. (Adaptation from The Pickwick Papers by Charles Dickens)
1. What does this paragraph mainly describe
This paragraph mainly describes the beautiful appearance in the month of August.
2. What aspects does the author describe
The author describes the skies, fields, flowers, orchards, trees, wheat and the quality of the light.
Read the paragraph and answer the questions. Pay attention to the words in bold.
Put the words in Activity 5 into the boxes. Find out what they are used to describe.
loud
fresh,
sweet-smelling
blooming, bend, bow, piled, waving, sweep, tinges, makes
thick clusters, graceful sheaves
clear, green, rich, golden
fresh, bleak, gentle, soft, pleasant
Now think of more words in each category and add them to the boxes. Then describe nature during your favourite season with the words you have learnt.
Listening
PART. 03
Open a dictionary, and you’ll be surprised to f ind that there are many more words about nature than you would think. There are various ways to describe the things we see in the natural world, no matter whether it’s a flower, a weed, an animal or the rain. For example, there are many ways to describe the different sounds of birds, such as chatter, chirp, cluck, hoot and tweet. These words can help us to write vivid descriptions of nature.
Did You Know
Listen to the conversation and answer the questions.
1. What book was the man reading
The man was reading a book called Landmarks.
2. Why was the man annoyed
3. What was the girl’s opinion
Listen to the conversation again and correct the mistakes in the man’s blog.
Recently I was reading a book called Landmarks by Robert Macfarlane. What the author wrote made me feel confused. He said that many words describing nature were being added to the new version of the junior dictionary. These are words like “pasture” and “bluebell”. A “pasture” is a dense forest for cows and horses
to eat. “Bluebells” are fruit shaped like bells. The reason why they are doing this is that they think these words are irrelevant to children, so instead they’ve replaced them with terms like “film”. Perhaps the dictionary does have a point, because most children don’t get out into nature that much nowadays. They spend all their time watching TV instead. But it’s a pity. In my opinion, these words form part of our literature. They add colour to our lives, and shouldn’t be lost. My granddaughter has the same opinion as me. She says we are losing old
words all the time. And as times change, old words become as normal to young people as the new ones are to me.
Eric’s blog
annoyed
now missing from
field of grass
blue flowers
a different opinion from
history
blog
on computers
new words become as normal to young people as the old ones are to me
Now work in pairs and act out the conversation.
F: Morning, Grandpa!
M: [grumpily] Morning, Suzie.
F: Grandpa, is there something wrong You seem a bit upset.
M: Yes, well... I’m sorry, Suzie. It’s just that I’ve been reading this new book called Landmarks by Robert Macfarlane, and something he wrote about has made me rather annoyed.
F: What is it
M: He explained that many words describing nature were now missing from the new version of the junior dictionary.
F: I don’t quite understand. Can you give me some examples
M: Well, words such as “pasture” and “bluebell”.
F: I don’t know those words. What do they mean
Now work in pairs and act out the conversation.
M: The former means a field of grass for cows and horses to eat. “Bluebells” are blue flowers shaped like bells.
F: I’ve never heard of them. Why would they take them out of the dictionary
M: Well, according to Macfarlane, the main reason for doing this is that these words are no longer relevant to children. Instead, they’ve replaced them with new terms like “blog”.
F: I don’t know, maybe the dictionary has a point. Most children don’t get out into nature that much nowadays. They spend much of their time on computers, for instance. I think the new terms they added are words we hear in our everyday use.
M: Ah! That may be true, but it’s a pity.
F: In what way
M: Two reasons, I think. Firstly, children are losing the joy of being young, of being outside under the trees with grass under their feet. Secondly, these words form part of our history. They add colour to our lives, and shouldn’t be lost.
Now work in pairs and act out the conversation.
F: I’m not so sure, Grandpa. Young people might not get out into nature much, but we still experience joy. And as for losing words... well, you don’t remember all the words from Shakespeare’s day, do you
M: Er... well, no...
F: Exactly! Times puters play a large part in our lives now. Consider social media. It is as normal to us now as... what was that funny old word you said Posture
M: Pasture, Suzie!
F: Yes. Social media is as normal to young people as pasture is to you.
M: [sighs]
F: [laughs] I know what would cheer you up. Let’s go for a walk outside.
M: Aha! See You can’t beat nature, Suzie, eh
[both laugh]
Complete the boxes with the expressions from the conversation.
... such as...
The main reason...
..., for instance.
Two reasons, I think.
Consider...
Giving examples
Giving explanations
... such as...
..., for instance.
The main reason...
Two reasons, I think.
Consider...
Work in pairs. Talk about your opinions of the issue
discussed in Activity 8 using the expressions in this section.
Now think about your performance. Have you actively participated in the discussion What can you do to improve your performance
Vocabulary
1. bleak
bleak situation 严峻的形势
bleak weather 阴冷的天气
bleakness n. 荒凉；凄凉；黯淡；无希望
例题：
Standing on the top of the hill, we could see the __________ (bleak) of the abandoned factory in the distance.
bleakness
Vocabulary
2. fade
fade away 逐渐消失；衰弱；病重死亡
fade (sth) in/out （使）（画面）淡入/淡出；（使）（声音）渐强/渐弱
例题：
As the sun went down, the last light of the day ___________ quickly.
太阳落山后，白昼的最后一缕光线很快褪去了。
faded away
Exercise
PART. 04
1. I never knew my grandmother, but I always imagine her as a kind and ________ (温和的) person.
2. The village was ________ (清扫) away when the dam burst. As a result, many people became homeless.
3. The house retains much of its original ________ (魅力).
4. This plant ________ (开花) between May and June every year.
5. The region produces over 50% of the country’s ________ (小麦).
6. The green colours ________ (褪色) in autumn and we enjoy the harvest.
gentle
Exercise: 用所给词的适当形式填空
swept
charm
blooms
wheat
fade
1. __________ (signal) that there is trouble ahead, a driver will turn on the warning lights.
2. The number of people _____________ (participate) in physical fitness activities has increased sharply.
3. Passing by the music room yesterday, I heard my favorite song __________ (sing) by the school choir.
4. ___________ (prohibit) from using mobile phones in class, students have to focus more on listening to the teacher.
To signal
Exercise: 用所给词的适当形式填空
participating
being sung
Prohibited
5. The research team, __________ (motivate) by the initial success of their experiment, decided to expand their project to include more case studies.
6. With all the documents ________ (check) carefully, they ensured the meeting would go smoothly.
7. I knocked on the old man’s door and tried to persuade him _________ (buy) my newspaper.
8. Neil Armstrong was the first person _________ (set) foot on the moon, realizing a great dream of mankind.
motivated
Exercise: 用所给词的适当形式填空
checked
to buy
to set
Summary
PART. 05
Using language
Grammar
Vocabulary
Listening
非谓语动词作定语、状语和补语
非谓语动词作定语
非谓语动词作补语
非谓语动词作状语
Homework
PART. 06
Review what you have learnt in this class;
Prepare for the next lesson.
Homework
See you next class!