Unit+5+Learning+from+nature+Using+language+Grammar 高二英语外研版（2019）选择性必修第三册

Unit5Period2Grammar课堂学习Review:non-finiteformsassubject,objectandpredicative1Lookatthesentencesfromthereadingpassageandanswerthequestions.aToday,architectscontinuetoexplorewaystocapturethebeautyofnaturalforms,...b...itappearstofloatabovethewaterfrontpromenadeandthewaterthatsurroundsit.cVisitorsareoftenamazedtofindthemselvesinanurbanbuildingthatsotrulycapturesthebeautyofnaturalforms.dCreatingbuildingssuchastheseenablesustoliveincloserharmonywithourenvironment.1Lookatthe“todo”

structuresinsentences(a)and(b).Dotheyservethesamefunctionineachsentence?

2Insentence(c),isthe-ed

formusedasanadjectiveorapastparticiple?Whydoestheauthorusethe-ed

formotherthanthe-ing

form?No,theydon’t.“Toexplore”

insentence(a)servesasobjectand“tofloat”

insentence(b)servesaspredicative.The-edformisusedasanadjective.Theauthorwantstodescribethevisitors’

feeling,sothe-edformisused.3Whatisthefunctionofthe

-ing

forminsentence(d)?The-ingformisusedassubject.Nowlookformoresentenceswiththesestructuresinthereadingpassage.1.Infact,wearesousedtothemthatwemayeventakethemforgrantedwithoutrealising

howmuchinspirationtheyhavegivenus.2.Itisnaturaltothinkinthisway,...3.Peoplewhoseinterestisexploring

therelationship...4.Tousebiomimicry

istocreatestructures...【语法讲解】非谓语动词，又叫非限定动词，共有三类：不定式、分词（现在分词、过去分词）和动名词。非谓语动词在句中不可单独做谓语，不受主语的人称和数的限制，它在句中可以用作其他成分，如主语、宾语、表语等。作主语：Rollerskatingonroughpavementinvitesaccidents.作宾语：Heavoidedtalkingaboutthis.作表语：Myideaistorentabicycle.动词-ing形式作主语常用来表示经常性或习惯性的动作且通常放在句首。e.g.a.

Fishingismypleasure.(钓鱼是我的爱好。)

b.

Talkingmendsnoholes.(空谈无济于事。)动词-ing形式作主语时，需要注意以下两点。1)

谓语动词用单数形式。e.g.a.

Readingaloudisvitaltolearnasecondlanguage.(大声朗读对于学习第二语言是很重要的。)

b.

Seeingisbelieving.(眼见为实。)2)

动词-ing形式作主语的句子可以转化为用it作形式主语的句子。常见的结构有：It

is+nouse/nogood/useless,

etc+动词-ing形式Itisnice/goodinteresting/awasteof,

etc+动词-ing形式e.g.a.

Tryingtopersuadehimtostopsmokingisnouse.=Itisnousetryingtopersuadehimtostopsmoking(想说服他戒烟是没有用的。)

b.

Learningtheorywithoutpracticeisnogood.=Itisnogoodlearningtheorywithoutpractice.(光理论不实践要不得。)动词后接非谓语动词作宾语的情况分为三种：只能接不定式；只能接动名词；接动名词或不定式皆可。部分动词后接动名词和不定式作宾语时意思有差别，如下所示。1)

forgettodosth.忘记要去做某事（此事未做）

forgetdoingsth.忘记做过某事（此事已做过或已发生）2)

stoptodosth.停止、中断（某事），目的是去做另一件事

stopdoingsth.停止正在做的某事3)

remembertodosth.记住去做某事（未做）

rememberdoingsth.记得做过某事（已做）4)

regrettodosth.对要做的事表示遗憾

regretdoingsth.对做过的事感到后悔5)

trytodosth.努力做某事

trydoingsth.尝试着做某事6)

meantodosth.打算，有意要做某事

meandoingsth.意味着做某事7)

goontodosth.继而（去做另外一件事情）

goondoingsth.继续（原先没有做完的事情）8)

dreaddoingsth.害怕、担心做某事

dreadtodosth.不敢去做某事（表示对某事十分担忧）9)

can'thelpdoingsth.情不自禁做某事

can'thelp

(to)

dosth.不能帮忙做某事to-infinitive形式作表语动词不定式形式作表语时表示的动作往往是具体的、一次性的动作，特别是将来的动作。通常主语是表示“目的，愿望，梦想，需求”等的名词或what引导的主语从句。例如：Mypurposeistoclimbtothetopofthesnowmountain.(我的目标就是要爬到雪山的顶部。)如果主语是主语从句，且该句中末尾是todo，则表语中的to可以省略。例如：a.WhatIwanttodois(to)getsomefreshwater.(我要做的事就是弄些淡水来。）b.WhatIneedistomakethemhappy,nottired.(我需要的是让他们快乐，而不是疲劳。）-ing形式作表语动词-ing形式作表语时表示一般性、习惯性的动作或抽象的动作，大部分时候主语与表语可以互换。例如：Therealquestionisgettingtoknowtheneedsofthestudents.=Gettingtoknowtheneedsofthestudentsistherealquestion.(真正的问题是了解学生的需求。）动词-ing形式作表语还可以表示主语具有的特征和属性。例如：Thenewsisreallyexciting.(这个消息真令人振奋。)-ed形式作表语动词-ed形式作表语时表示主语（人和事物）的被动关系或存在状态或情感情绪等。例如：a.Thecupswerebrokenbythewaitress.(杯子被服务员打碎了。)(broken表示被动关系)b.Thecupsarebroken.(杯子碎了。)(broken表示主语的存在状态）C.Iamverydisappointedatthenews.(我对这个消息感到很失望。)(disappointed表示主语的情绪——感到失望)2Completethepassagewiththecorrectformoftheverbsinbrackets.1___________________(draw)inspirationfromnatureisatraditionthatgoesbackcenturies.NowhereisthisbetterillustratedthaninthebeautifulLingeringGardenofSuzhou.Themainprincipleofitsdesignis2___________________(recreate)naturallandscapesinminiature.FirstestablishedintheMingDynasty,theoriginalgardencontainedarockerytosymboliseTiantaiMountain.Pineandbamboogroveswereaddedlater,alongwithapondandanisland.Visitorswouldbe3___________________(astonish)tofindthegardenmodeledcloselyonnaturalfeatures.Visitorsarealsosupposed4___________________(explore)itscene-by-scene.Thiscouldvaryfromaviewofapondandthesplashingoffish,toatreeinblossom,apagodaoramoon-shapedgate.Drawingtorecreate/recreatingastonishedtoexplore3Readtheinformationbelowandwriteaparagraphintroducingthe24SolarTermswiththewordsinthebox.Usethestructuresyouhavelearntinthisunitwhereappropriate.OrigincreatedbyfarmersinAncientChinabasedonChineselunarcalendardeterminedbythechangesinthe

positionofthesunSignificancechangesinweathermeanalotto

farmersdeterminethebesttimetosow

andharvestwisdomlearntfromnatureFirsttermBeginningofSpringdaysbecomelongerandthe

temperatureincreasesCulturalheritageaddedtoUNESCO'sListof

IntangibleCulturalHeritagein2016Learningfromnature’swisdomledfarmersinAncientChinatocreatethe24SolarTerms...learndetermineshowamazeuseSample:Learningfromnature’swisdomledfarmersinAncientChinatocreatethe24SolarTerms,whichwerebasedonobservationofchangesofseasons,astronomyandothernaturalphenomena.Indicatingchangesinweatherconditions,the24SolarTermsremainofparticularimportancetofarmersforguidingtheirpractices.Thefirsttermisknownas“BeginningofSpring”,andmarkswhendaysbecomelongerandthetemperaturebeginstoincrease.Nowadays,the24SolarTermsnotonlyapplytofarming,butalsoguideChinesepeopleineverydaylife.SovariedarethefunctionsoftheSolarTermsandtheircontributionstoculturalidentity,thatin2016,theywereaddedtoUNESCO’sListofIntangibleCulturalHeritage.4Workinpairs.TalkaboutoneoftheSolarTermsusingthestructuresyouhavelearntinthisunitwhereappropriate.立春theBeginningofSpring(1stsolarterm)雨水RainWater(2ndsolarterm)惊蛰theWakingofInsects(3rdsolarterm)春分theSpringEquinox(4thsolarterm)清明PureBrightness(5thsolarterm)谷雨GrainRain(6thsolarterm)立夏theBeginningofSummer(7thsolarterm)小满LesserFul