课件29张PPT。外研版英语 必修第二册Unit 4 Stage and screenPeriod 2
Using languageRevision Read the text on page 38-39 quickly and underline the sentences with v-ing.1.Having seen quite a few productions of Hamlet and read the play many times, I was full of confidence - until the Peking Opera came to town!
2.Dating back to the 18th century, Peking Opera has over two hundred years of history.Revision 3.Starting with an orchestra playing traditional Chinese instruments, the opera brought a completely new sound to my Western ears.
4.Using such techniques, the opera had transformed a small stage into the whole universe.
5.Feeling the strong emotions of love, anger, fear and grief in the performance, I could easily recognise the theme of Hamlet. Activity 1a Having seen quite a few productions of Hamlet and read the play many times, I was full of confidence - until the Peking Opera came to town!
b ...seeing the main characters come on stage, I was surprised!Look at the sentences from the reading passage and answer the questions.1. In sentence (a), who had seen quite a few productions of Hamlet and read the play many times?
In sentence (b), who saw the main characters come on stage?
2. Is this structure used more often in spoken or written English?
IIIt’s used more often in written English.IIActivity 1 c Since I had seen quite a few productions of Hamlet and read the play many times, I was full of confidence - until the Peking Opera came to town!
d ...when I saw the main characters come on stage, I was surprised!3 What is the difference between the two groups of sentences?
The first group uses present participles as adverbial while the second group uses adverbial clauses.
4 Why does the author choose to use sentences (a) and (b) in the reading passage?
The sentences from the reading passage are more concise and formal.Activity 2 Complete the journal entry with the correct form of the verbs in brackets.Seeingfeltmakingto practiseFeelingknowingActivity 3 Answers:Having thoughtBorrowingchallengingEnjoying现在分词作状语一、现在分词的构成其否定形式是“not doing”；
doing 可以带宾语或状语构成doing 短语, 没有人称和数的变化, 但有时态和语态的变化。
现在分词作状语时，通常都表示主语正在进行的另一动作，用来对谓语动词表示的动作加以修饰或作为陪衬，它可表示时间、原因、条件、让步、方式、伴随、程度和结果，相当于相对应的状语从句。
现在分词作状语时, 分词的逻辑主语必须是句子的主语, 分词必须和句中的主语含有逻辑上的主谓关系, 否则不能用现在分词作状语。
【例句】Hearing the bell, the students began to enter the classroom.
听见铃声, 学生们开始走进教室。(听见的逻辑主语是学生,且“听见”和“进入”两个动作同时发生)二、现在分词作状语1、作时间状语 Seeing the police, he made a run for the exit.
一看到警察，他就朝出口奔去。
动词-ing形式作时间状语,相当于一个时间状语从句。
While reading the book,he nodded from time to time.
他看书的时候不停地点头。(= While he was reading the book...)
2、作原因状语
Being well taken care of, she recovered soon.
由于受到了很好的照顾，她身体恢复得很快。
表示原因的动词-ing形式一般置于句首,相当于一个原因状语从句。
Being ill,he couldn’t go to school yesterday.
他昨天病了,不能上学。(= Because he was ill...)3、作条件状语
It will take you half an hour to get to the station, allowing for traffic delays.
把路上的交通延误算进去，你要用半个小时才能到车站。
动词-ing形式作条件状语,相当于一个条件状语从句。
Opening the window,you will see the garden below.
打开窗户,你就能看见下面的花园。
(= If you open the window,...)
Turning to the left,you will find the path leading to the park.
如果向左转,你将找到通向公园的小道。
(= If you turn to the left,...)4）作让步状语
Granting this to be true, we cannot explain it.
虽然我们承认这是事实，却无法予以说明。
动词-ing形式作让步状语,相当于一个让步状语从句。
Admitting what you say,I still think you are wrong.
虽然承认你所说的话,但我仍然认为你错了。
(=Though I admit what you say...)
5）作方式状语
You gave me such a fright creeping up on me like that!
你那样不声不响地从后面过来，吓了我一跳。
动词-ing形式表示行为方式、伴随情况或补充说明时,常置于句末,可以扩展成一个并列成分。
He was walking along the street,looking this way and that.
他左顾右盼地在街上走着。(= and looked this way and that)6）作伴随状语
The little boy went upstairs, trailing his Teddy Bear behind him.
那个男孩走上楼去，身后拖着他的玩具熊。
7）作程度状语
He was caught in the heavy rain and got his clothes soaking wet.
他淋了一场大雨，把衣服全部弄湿了。
8）作结果状语
The child fell, striking his head against the door and cutting it.
那孩子跌倒了，头碰在门上磕破了。
动词-ing形式作状语表示结果,可扩展为一个含有并列谓语的简单句。
The fire lasted nearly a month,leaving nothing valuable.
大火持续了近一个月,几乎没剩下什么有用的东西。
(=...and left nothing valuable)
现在分词的完成式作状语的使用规则 现在分词的完成式指分词所表示的动作发生在句中谓语动词所表示的动作之前。若分词所表示的动作与主语之间是主谓关系，则用having done;若是动宾关系，则用having been done。
例如：
1）在乡下工作了三年后，他学会了如何种蔬菜。
Having worked in the country for three years, he knew how to grow vegetables.
2) 被提供了这样一个好机会，他怎么能让它浪费掉呢？
Having been given such a good chance, how could he let it pass away?分词（短语）作状语时，其逻辑主语必须与句子的主语一致。如果不一致，必须用独立主格结构来表示，也就是在分词前面加上它的逻辑主语。如：
My wife had a long talk with Sally, explaining why she didn’t want the children to play together。
我妻子与莎莉谈了很长时间，解释她为什么不想让孩子们在一起玩。
（现在分词explaining是句子主语my wife做的动作，它们之间是主动关系，即explaining的逻辑主语，就是句子的主语my wife。）
The train having gone,we had to wait another day.
（the train逻辑主语 + having gone 既为独立主格结构）现在分词作状语要注意的问题分词短语做状语时，前面可以加上连词或介词，但是分词短语和句子之间不能用并列连词（如but，and），因为并列连词接的是两个并列成分，而分词短语只是全句的一个状语部分。分词和主句之间可用逗号。如:
误：Having been told many times, but he still couldn’t understand it。
正：He was told many times, but he still couldn’t understand it。
或Having been told many times, he still couldn’t understand it。v-ing的一般式和完成式现在分词都可以表示先后接连发生的动作。在可能引起误解的场合应该用完成式现在分词表示先发生的动作。例如：
Opening the drawer, he took out his wallet.
=He opened the drawer and took out his wallet.
他打开抽屉，拿出钱包。
Having brushed his teeth, Mr. Brown came downstairs for breakfast.
布朗先生刷过牙，就下楼来吃早饭。 ④分词的否定形式是在分词短语前面加上 not, never等否定词构成。例如:
Not fearing the fire, the child touched and got a finger burnt.
小孩儿不知道怕火，用手去摸，把手指烫了。
⑤ 为强调与谓语动词的动作同时发生，在-ing形式短语前可用连词when, while等；为强调在谓语动词的动作之前或之后发生,在-ing形式短语前可用连词before或after。如：
Be careful when crossing the road.
Before going abroad, he lived here. 在-ing形式短语前可用介词on,表示“一……就……”。如：
On arriving in Beijing, he went to see his uncle.
= As soon as he arrived in Beijing, he went to see his uncle.
为了强调结果，可在-ing形式前加副词thus，如：
The bus was held up by the snowstorm, thus causing the delay.
= The bus was held up by the snowstorm, and as a result it caused the delay.
在-ing 形式短语前可用though/although表示让步，如：
Though working very hard, he couldn’t make enough money to pay off his debt.
= Though he worked very hard, he couldn’t make enough money to pay off his debt.Activity 4 What do you know about these types of TV programme?
Can you think of some examples of each type?Activity 5 Read and match the descriptions to the types of TV programme in Activity 4. Underline the words and expressions describing them.CedabfWork in pairs. Talk about your favourite TV programme using the words and expressions you have learnt.
A: What’s your favourite TV programme?
B: My favourite TV programme is… It’s a…
A: Why do you like it?
…
Activity 6 Brief introduction about Glastonbury FestivalActivity 7 Listen to the conversation and choose the correct memo. 1
Meet at London Paddington
Take a train to Castle Cary
Stay in a hotel for four nights
Take a rain jacket and foodActivity 7 2
Meet at London Victoria
Take a coach to Castle Cary
Camp for four nights
Take a tent and a rain jacket 3
Meet at London Victoria
Take a coach to the festival site
Camp for four nights
Take a tent and an umbrellaActivity 8 Listen again and complete the flyer.
Now talk about how Josh makes arrangements. Listen again if necessary.
Introduce Josh’s arrangements by referring to the memo and the flyer, using some linking words in order to be more organised.24; 28
London Paddington; ￡70.40
London Victoria; ￡30
10:00 am
10:30 pmWhen making an arrangement to a performance, take the following basic elements into account.
basic elements of
making an
arrangement to
a performancethe time of the performance
the place of the performance
the time to meet with each other
the place to meet with each other
the means of transport to the performance
accommodation
some personal necessities
……Activity 9 Activity 9 Activity 10 Work in pairs. Act out the conversation about making arrangements to go to a comedy show.
Student A: Turn to Page 82.
Student B: Turn to Page 86.1)T asks Ss to make similar arrangements to attend a concert in another city.
2)Remember the functions of v-ing.
3)Complete the exercises in learning plan.Homework
