Unit6

Natureinwords外研版高中英語選擇性必修三Toreviewtheuseofnon-finiteverbsasattributive,adverbialandcomplement,andlearntousenon-finiteverbscorrectlyinwritingLearningobjectives學習目標Non-finiteformsasattributive,adverbialandcomplement非謂語動詞作定語、狀語、補語Lookatthesentencesfromthereadingpassageandanswerthequestions.a…Isawthegroundsofantasticallycarpeted.b…wakeuptofind

yourselfinanotherquitedifferent,…c…Icanseethechildrenflatteningtheirnosesagainstthewindow,…d…flattenedmynoseagainstthecoldwindowtowatchthefallingsnow…1.Whatisthedifferencebetweentheverbsinredinsentences(a)and(b)?“Carpeted”insentence(a)isapastparticipleusedascomplementand“flattening”insentence(c)isapresentparticipleusedascomplement.2.Insentence(b),does“tofind”indicatepurposeorresult?Insentence(b),“tofind”indicatesresult.3.Insentence(d),does“towatch”indicatepurposeorresult?Whatisthefunctionof“falling”?Insentence(d),“towatch”indicatespurpose;“falling”

isanattributiveusedtodescribethesnow.Nowlookformoresentenceswiththesestructuresinthereadingpassage.1.Iwasnearlyasexcitedaboutitthismorningasthechildren,whomIfoundalllookingthroughthewindowatthemagicoutsideandtalkingawayasexcitedlyasifChristmashadsuddenlycomeroundagain.-ingformsareusedascomplement2.Thelittleplumtreeoutside,withthefaintlyflushedsnowliningitsbranchesandartfullydisposedalongitstrunk,stoodinfullsunlight.-edformisusedasattributive-ingand–edformsareusedascomplements3.Therewasindeedsomethingcuriouslydisturbingaboutthewholeprospect.-ingformisusedasattributive4.Atanymoment,itseemed,abodyofhorsemenmightbeseenbreakingoutfromtheblacktrees,somanyweaponsmightbeheard,andsomedistantspotofsnowbereddened.-ingformisusedascomplement5.…andtheweathercockofthevillagechurch,stilltobeseenthroughthegreyloadedair,hasbecomesomecreatureoutofHansAndersen.-edformisusedasattributive1.

非謂語動詞作定語1)不定式作定語a.

作定語的不定式與它所修飾的名詞或代詞在邏輯上可能是主謂關系，也可能是動賓關系。如：ThenexttraintoarrivewasfromNewYork.Itwasagametoremember.b.

名詞前有only,last,next，序數詞或形容詞最高級時，其后常用不定式作定語。如：Ritawastheonlypersontocomplain.HewasthefirstmantoflyacrosstheAtlantic.Alexisthebestmantodothejob.c.

有些名詞的同根動詞后常跟不定式，因而這些名詞后也常跟不定式作定語。如：Theiroffertoassistintheworkwasnottakenseriously.2)動詞-ing形式作定語可表示正在進行的動作，也可表示經常發生的或短暫的動作以及經常存在的狀態。如：Thewomansendingherchildrentoschoolismyhistoryteacher.Alittlechildlearningtowalkoftenfalls.3)過去分詞作定語常表示被動或已經發生的動作。如:

We’vemetthedoctorssenttoworkherebythecityhospital.2.

非謂語動詞作狀語1)不定式作狀語，常表示目的、原因、結果等。不定式作結果狀語時，常用于“only+不定式”結構，表示未曾預料到的或令人不快的結果。如：Afriendofminecametoseemetonight.Ijumpedwithjoytohearit.Alanliftedarockonlytodropitonhisownfeet.2)動詞-ing形式或過去分詞作狀語時，可以表示時間、原因、結果、條件、讓步、方式、伴隨情況等，其前可加連詞while,when,once,if,unless等。如：Crossingthestreet,hewasknockeddownbyacar.Frightenedbythenoiseoutside,thelittlegirldarednotsleepinherbedroom.Hefelloffthebike,breakinghisleftleg.Seenthroughtheeyesofayoungfriend,Einsteinwasasimple,modestandordinaryman.Agroupofchildrenweresittingaroundtheteacher,playinggames.Whenheated,icewillbechangedintowater.3.

非謂語動詞作補語1)動詞-ing形式表示正在進行的活動或反復的動作，而不定式則表示整個活動或事件的全過程。如：

Iseehimpassingmyhouseeveryday.

IaskedGeorgetoconveymybestwishestohismother.2)感官動詞和使役動詞后常接省略to的不定式作賓語補足語，但用于被動語態時，需把to補出來。如：SomeonesawMaryenterthebuildingaboutthetimethecrimewascommitted.Marywasseentoenterthebuildingaboutthetimethecrimewascommitted.

另外，感官動詞后也可接動詞-ing形式作補語，表示動作正在進行。如：OnceinthemiddleofthenightIwokeandheardthewindblowing.Completethepassagewiththecorrectformoftheverbsinbrackets.TheLakePoetswereasmallgroupofpoets_______(live)intheLakeDistrictofEnglandinthelate18thandearly19thcenturies.TheLakeDistrict,________(know)foritsbeauty,isinthenorth-westofEngland.Thefirstofthepoets________________(come)therewasRobertSouthey,oneofthemost____________(respect)poetsofhistime.HewasfollowedbyWilliamWordsworth,livingknowntocome/comingrespectedperhapsBritain’smost_____________(celebrate)19thcenturypoet,andthenSamuelColeridge,whohadwrittenthe_____________(pioneer)workLyricalBalladswithWordsworth.Soon,________(draw)bothbyitsnaturalbeautyandadesiretobenearthesefamouspoets,otherpoetscame________(live)intheLakeDistrict.AllofthesepoetswereseenaspartoftheRomanticMovement.celebratedpioneeringdrawntoliveLookatthepictureandcompletethetraveljournalentrywiththewordsinthebox.Usethestructuresyouhavelearntinthisunitwhereappropriate.find blow go seefall relaxenjoy runToday,whilstwalkingalongapeacefulriverrunningthroughauniversitycampus,Iwasamazedtofinditisabeautifulpublicplacetowalk,picnic,relaxandenjoytheviewoftheriver.Onbothbanksoftheriver,therearetwowalkingpathsgoingalongtheriver.Therearealsoseverallongshadyspotsthatmakeitperfectforaspringstroll.Ifyoupauselongenoughhere,you’llundoubtedlyseesomeflowersfallingfromthepeachtreesandthewillowbranchesswayinginthewind.It’sreallyanunusualsightinanurbanarea.Workinpairs.Talkaboutatravelexperienceofyourownthatbroughtyouclosertonature,usingthestructuresyouhavelearntinthisunitwhereappropriate.Readtheparagraphonpage66andanswerthequestions.Payattentiontothewordsinbold.Describingnature1.Whatdoesthisparagraphmainlydescribe?ThisparagraphmainlydescribesthebeautifulappearanceinthemonthofAugust.2.Whataspectsdoestheauthordescribe?Theauthordescribestheskies,fields,flowers,orchards,trees,whatandthequalityofthelight.PutthewordsinActivity5intotheboxes.Findoutwhattheyareusedtodescribe.SoundloudColourclear,green,rich,goldenActionblooming,bend,bow,piled,waving,sweeps,tinges,makesSmellfresh,sweet-smellingSensationfresh,bleak,gentle,soft,pleasantShapethickclusters,gracefulsheavesNowthinkofmorewordsineachcategoryandaddthemtotheboxes.Thendescribenatureduringyourfavoriteseasonwiththewordsyouhavelearnt.DoyouknowthebookLandmarksbyRobertMacfarlane?Wordsaregrainedintoourlandscapes,andlandscapesaregrainedintoourwords.Landmarksisaboutthepoweroflanguagetoshapeoursenseofplace.Itisafieldguidetotheliteratureofnature,andaglossarycontainingthousandsofremarkablewordsusedinEngland,Scotland,IrelandandWalestodescribeland,natureandweather.TravellingfromCumbriatotheCairngorms,andexploringthelandscapesofRogerDeakin,J.A.Baker,NanShepherdandothers,RobertMacfarlaneshowsthatlanguage,wellused,isakeenwayofknowinglandscape,andavitalmeansofcomingtoloveit.Openadictionary,andyou’llbesurprisedtofindthattherearemanymorewordsaboutnaturethanyouwouldthink.Therearevariouswaystodescribethethingsweseeinthenaturalworld,nomatterwhetherit’saflower,ananimalortherain.Forexample,therearemanywaystodescribethedifferentsoundsofbirds,suchaschatter,chirp,cluck,hootandtweet.Thesewordscanhelpustowritevividdescriptionsofnature.Listentotheconversationandanswerthequestions.1.Whatbookwasthemanreading?ThemanwasreadingabookcalledLandmarks.2.Whywasthemanannoyed?We’relosingoldwordsallthetime.3.Whatwasthegirl’sopinion?Timeschange.Yearsago,naturewriterextraordinaireRobertMacfarlanediscoveredthatthelatesteditionoftheOxfordJuniorDictionarywasmissingafewthings.OxfordUniversityPressconfirmedthatindeed,alistofwordshadbeenremoved;wordsthatthepublisherfeltwerenolongerrelevanttoamodern-daychildhood.Sogoodbyetoacorn,adder,ash,andbeech.Farewelltobluebell,buttercup,catkin,andconker.Adioscowslip,cygnet,dandelion,fern,hazel,andheather.Nomoreheron,ivy,kingfisher,lark,mistletoe,nectar,newt,otter,pastureandwillow.Andintheirplacecamethenewkidsontheblock,wordslikeblog,broadband,bullet-point,celebrity,chatroom,committee,cut-and-paste,MP3playerandvoice-mail.Listen

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blog.Eric’sblogRecentlyIwasreadingabookcalledLandmarksbyRobertMacfarlane.Whattheauthorwrotemademefeelconfused.annoyedHesaidthatmanywordsdescribingnaturewerebeingaddedtothenewversionofthejuniordictionary.Thesearewordslike“pasture”and“bluebell”.A“pasture”isadenseforestforcowsandhorsestoeat.“Bluebells”arefruitshapedlikebells.nowmissingfromfieldofgrassblueflowersblogThereasonwhytheyaredoingthisisthattheythinkthesewordsareirrelevanttochildren,soinsteadthey’vereplacedthemwithtermslike“film”.Perhapsthedictionarydoeshaveapoint,becausemostchildrendon’tgetoutintonaturethatmuchnowadays.historyTheyspendalltheirtimewatchingTVinstead.Butit’sapity.inmyopinion,thesewordsformpartofourliterature.Theyaddcolourtoourlives,andshouldn’tbelost.Mygranddaughterhasthesameopinionasme.adifferentopinionfromoncomputersShesayswearelosingoldwordsallthetime.Andastimeschange,oldwordsbecomeasnormaltoyoungpeopleasthenewonesaretome.newwordsbecomeasnormaltoyoungpeopleastheoldonesaretome.Nowworkinpairsandactouttheconversation.Completetheboxeswiththeexpressionsfromtheconversation.…

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…Themainreason…,forinstanceTworeasons,Ithink.Consider…GivingexamplesGivingexplanations…

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……,forinstance.Themainreason