(共11张PPT)
定语从句
The
beautiful
girl
is
my
sister
↓
定语
The
girl
who
is
beautiful
is
my
sister
↓
↓
先行词
关系词（引导词）
关系代词：指物：which/that
指人：who/whom/that
所属关系：whose
关系副词：when/where/why
The?student?__________?answered?the?question?was?John.
The
man________
you
met
just
now
is
my
friend.
These
are
the
trees_______
were
planted
last
year.
This
is
the
library
________
you
borrow
books
from.
I
saw
the
woman
_______bag
was
stolen.
please
show
me
the
book
_______cover
is
red.
who
(who
/whom)
which/that
(which/that)
whose
whose
I'll
never
forget
the
days
_______
I
worked
together
with
you
The
house
_________I
lived
ten
years
ago
has
been
pulled
down
Please
tell
me
the
reason
_______
you
missed
the
plane.
when
where
why
介词+关系代词(which/whom)
关系副词=介词+关系代词
why=for
which（先行词一般是reason）
Where=in/
at/
on/
...
which
(介词同先行词搭配)
When=during/
on/
in/
...
which
(介词同先行词搭配)
1.
This
is
the
house
________
I
lived
two
years
ago.
This
is
the
house
in
_______
I
lived
two
years
ago.
2.
Do
you
remember
the
day
you
joined
our
club？
Do
you
remember
the
day
on
you
joined
our
club？
3
.
This
is
the
reason
he
came
late.
This
is
the
reason
for
he
came
late.
where
which
when
which
why
which
1.
In
the
basket
there
are
quite
many
apples,
some
of
_____
have
gone
bad.
2.He
loved
his
parents
deeply,
both
of
are
very
kind
to
him.
3.There
are
forty
students
in
our
class
in
all,
most
of
are
from
the
countryside.
4.The
man
with
you
talked
is
my
friend.
which
whom
whom
whom
非限定性定语从句：非限定性定语从句的作用是对所修饰的成分作进一步说明，通常和主句间用逗号隔开，将从句拿掉后其他部分仍可成立
在非限定性定语从句中，不能用that，而用who,
whom代表人，用which代表事物
Her
house,
was
built
a
hundred
years
ago,
stood
still
in
the
earthquake.
I
have
two
sisters,
are
both
students.
which
who
that和which虽然都能指物，但是在某些情况下，只能用that指物而不用which
1.
先行词被形容词最高级,序数词修饰时，例如：
2.先行词被the
very，the
only
the
same,
the
last等修饰时，例如：
3.当先行词是anything,
everything,
nothing
(something
除外),
few,
all,
none,
little,
some等代词时，或者是由every,
any,
all,
some,
no,
little,
few,
much，each等修饰时.
4.当先行词既有人，也有动物或者物体时
Can
you
remember
the
scientist
and
his
theory
that
we
have
learned?
as
引导非限制性定语从句，可放在主句之前，或者主句之后，甚至可以切割一个主句;as有“正如……，正像……”的意思
常用的结构有as
we
know（众所周知）；as
often
happens（正如常发生的那样）；as
is
often
the
case（情况常常如此）;
as
we
all
can
see（正如我们看到的）;
as
is
announced/expected
(1)
As
is
known
to
all,
China
is
a
developing
country.
(2)
He
is
from
the
south,
as
we
can
see
from
his
accent.
(3)
John,
as
you
know,
is
a
famous
writer.(共5张PPT)
分词作定语
分词的类别
1.现在分词：作定语表主动；表进行
2.过去分词：作定语表被动；表完成
不定式作定语：表示将要发生的动作
分词作定语：看分词与其所限定的词之间的主被动关系，
主动、进行用现在分词(doing)，
被动、完成用过去分词(done)
“正在被”用
“being
done”
位置：单个分词作定语，通常放在被修饰词之前；
分词短语作定语，通常放在被修饰词之后。
a
falling
tree
a
fallen
tree
boiling
water
boiled
water
falling
leaves
fallen
leaves
a
flying
bird
prepared
breakfast
a
snow-covered
city
1.Have
you
read
the
book__________(write)
by
Dickens?
2.who
is
the
man
_________(stand)
by
the
door?
3.He
is
a
leader
___________(respect)
by
the
people.
4.Things
_________(lose)
will
never
come
again.
written
standing
respected
lost
5.The
road
________(lead)
to
the
village
is
very
narrow.
6.The
building
_______(build)
last
year
was
designed
for
the
students.
7.The
building
__________(build)
now
is
designed
for
the
students.
8.There
are
many
tasks
________(finish)
before
the
weekend.
9._______(write)English
is
as
important
as
_______(speak)English.
leading
built
being
built
to
finish
Written
spoken(共10张PPT)
分词作状语
分词或分词短语作状语时，可以表示时间、原因、让步、条件，
方式或伴随状况。通常可转换成相应的状语从句
有时为了强调，分词前可带when,
while,
if,
though,
as
if,
unless等
连词一起作状语，以便使句子的意思更清楚、更连贯。
不管是现在分词还是过去分词单独作状语，
其逻辑主语必须与句子的主语一致。
句子主语与分词之间是主动关系,
用现在分词。
句子主语与分词之间是被动关系，用过去分词。
1.
Usedfor
a
long
time,
the
book
looks
old.
2.
Usingthe
book,
I
find
it
useful.
3.
(When)
Hearing
the
news,
they
got
excited.
4.
(If)
Given
much
more
time,
he
would
do
it
better.
1______(see)
from
the
top
of
the
hill,
our
school
looks
very
beautiful.
2.______
(walk)in
the
street,
I
came
across
an
old
friend
of
mine.
3._______(be)
a
student,
you
should
study
hard.
4.When_____
(ask)why
he
was
late,
he
made
no
answer.
Seen
Walking
Being
asked
5.
Deeply
_______(move)by
the
film,
we
all
cried.
6.Though_______(laugh)at
by
many
people,
he
continued
his
study.
7.He
sat
on
the
sofa,
_________(watch)
TV.
8._______(laugh)
and______
(talk),they
went
into
the
classroom.
9.The
student
sat
there,
not________
（know）what
to
do.
moved
laughed
watching
Laughing
talking
knowing
10.Her
mother
died
in
1990,
________
(leave)her
with
her
younger
brother.
11.The
song
is
sung
all
over
the
country,_________(make)it
the
most
popular
song
(现在分词作结果状语，表必然的，顺其自然的结果)
leaving
making
不定式表出乎意料的结果,多与only/just
连用。
He
hurried
to
the
station,
only
to
find
the
train
had
left.
He
hurried
to
the
booking
office
,only
to
be
told
that
all
the
tickets
had
been
sold
out.
分词作状语时，若分词的动作先于句子中谓语动词动作之前，
则用分词的完成形式，即：having
done
(主动关系)，
having
been
done(被动关系)
Having
seen
the
film,
I
can
tell
you
what
I
think
of
it.
_______________(finish)
his
homework,
he
went
to
bed.
__________________(tell)
many
times,
he
still
repeated
the
same
mistake.
Having
finished
Having
been
told
有些分词或不定式作状语，其形式的选择不受上下文的影响，
称作独立成分。常见的有：
generally
speaking
,一般来说
frankly
speaking,坦白地说
judging
from
/
by,根据...来判断
considering
.../taking...into
consideration,考虑到
to
tell
the
truth,说实话
suppose/supposing/provided/providing(that)....假设，如果
seeing/given...鉴于，由于
compared
with/to
...与...相比
Judging
from
his
appearance,
he
is
a
wealthy
man.
Generally
speaking,
the
more
you
pay,
the
more
you
get.
有些过去分词或短语来源于系表结构，作状语时不表被动
而是表示主语的状态。如：
lost
,
seated,
hidden,
lost
in
thought,
dressed
in,
faced
with,
absorbed
in
1.Faced
with
danger,
he
still
remained
calm.
2.He
stood
still
before
the
window,
lost
in
thought.
3.Dressed
in
red,
she
stood
out
in
the
crowd.(共18张PPT)
Teaching
Objectives
1.
Knowledge
and
skills
Consolidate
and
master
these
new
words
and
phrases：lack,
access,
worthwhile,
angle,
triangle,
atom,
set
off,
have
access
to…
be
able
to
practice
their
reading
skills,
speaking
skills
and
writing
skills,
like
skimming
and
scanning
skills
and
practice
their
oral
English.
2.
Processes
and
strategies
Students
can
participate
in
cooperative
learning
activities
and
finish
learning
tasks.
3.
Emotions,
attitudes
and
values
Students
can
further
raise
their
awareness
of
cooperation,
sharing
and
competition,
realize
the
importance
of
teachers
and
develop
equal
and
harmonious
relationship
with
teachers.
Unit15
Lesson
3
Teachers
reading
Pre-reading
Discussion
1.
Who
was
your
favorite
teacher
and
why?
2.
What
influences
did
he/she
bring
to
you?
回款数：40万
Graham
Lawrence
He
is
a
science
author
who
gives
presentations
on
TV,
and
was
once
a
student
of
Overton
School.
Brian
Jenkins
He
was
a
science
teacher
who
once
taught
Graham
Lawrence
at
Overton
School.
Skimming
Read
the
passage
quickly
and
find
the
main
idea
of
each
passage
.
My
Teacher
Graham’s
______________
as
a
student
performance
The
_________
of
Graham
after
meeting
Mr.
Jenkins
changes
Skimming
Read
the
passage
quickly
and
find
the
main
idea
of
each
passage
.
My
Student
Mr.
Jenkins’
__________
of
Graham
impressions
His
________towards
teaching
attitudes
Scanning
My
Teacher
What
kind
of
student
was
Graham
before
meeting
Mr
Jenkins?
Graham
lazy
difficult
lack
confidence
unwilling
Scanning
My
Teacher
What
kind
of
teacher
was
Mr.
Jenkins
in
Graham’s
eyes?
Graham
help
his
students
to
find
their
own
advantages
explain
things
with
practical
examples
and
simplified
things
ask
students
to
do
hand-on
activities
make
everything
interesting
Scanning
My
Student
1.
What
does
Mr.
Jenkins
think
of
Graham?
At
first
(
)
When
Graham
got
interested
(
)
Mr.
Jenkins
saw
him
on
TV
(
)
very
difficult
very
bright
proud
Scanning
My
Student
2.
What
difficulties
about
teaching
is
Mr.
Jenkins
facing
now?
(1)
(2)
(3)
(4)
lots
of
problems
and
not
enough
money
the
government
didn’t
put
enough
money
big
classes
his
wife’s
protest
Scanning
My
Student
3.
Does
Mr.
Jenkins
still
love
teaching?
why?
Yes!
(1)
a
teacher
can
have
access
to
children’s
minds
when
they
are
open
and
eager
to
learn.
(2)
It’s
worthwhile
helping
to
turn
a
child
like
Graham
into
such
a
successful
adult.
Summary
and
retelling
Teachers
performance
impressions
Graham
Mr.Jenkins
difficulties
attitudes
towards
teaching
opinions
about
Mr.Jenkins
changes
Teachers
performance
lazy
lacked
confidence
unwilling
difficult
impressions
Graham
very
difficult
very
bright
proud
Mr.Jenkins
difficulties
not
enough
money
attitudes
towards
teaching
worthwhile
the
government
big
classes
his
wife's
protest
opinions
about
Mr.Jenkins
find
their
own
advantages
practical
examples
and
simplified
things
hand-on
activities
make
everything
interesting
changes
loved
science
could
do
things/
be
confident
a
science
author
Summary
and
retelling
Role-play
Journalist
Li
Ming
is
interviewing
Graham
about
his
school
time.
Act
1
L:
--
Welcome
to
our
“School
Time
Programme”.
G:
--
Thanks.
L:
--
May
I
ask
you
some
questions?
G:
--
Sure.
Go
ahead.
L:
--
Who
was
your
favorite
teacher
at
school?
G:
--
Mr.
Jenkins
was
my
favorite
teacher.
L:
--
Why?
Can
you
give
us
some
reasons?
G:
--
Because……
Role-play
J
–
Mr.
Jenkins
C
–
Classmates
of
Graham
Mr.
Jenkins
and
Graham’s
classmates
are
assessing
Graham.
Act
2
L:
--
Are
you
interested
in
the
opinions
of
your
teacher
Mr.
Jenkins?
G:
--
Sure.
L:
--
Ok.
Let’s
listen
to
Mr.
Jenkins.
J:
--
At
the
beginning,
I
felt
he
was
…;
but
later
he…;
now
I
feel
…because…
C:
--
Graham
was
interested
in
…
Mr.
Jenkins
asked
him
to
…
Tips:
very
difficult/bright
/proud…
A
teacher
is
an
architect
of
man’s
soul.
It
takes
ten
years
to
grow
trees,
but
hundred
to
rear
people.
Equal
and
harmonious
relationship
Together,
we
learn
and
teach;
Together,
we
grow
and
change.
Homework
1.
Write
a
composition
about
your
favorite
teacher.
Stories,
influences,
helps…About
100
words.
Thank
you!
