Unit6NatureinwordsUsinglanguageLearningObjectivesPART.01UnderstandthedailystudyandlifeofBritishmiddleschoolstudentsbywatchingvideos.Basedonyourowndailystudyandlife,comparethestudyandlifeinChineseandBritishschools,andfindoutthesimilaritiesanddifferencesbetweenthetwo.Talkaboutyourfirstimpressionofhighschoollife,andhaveapreliminaryperceptionofthestudyandlifeintheseniorhighschoolstage.LearningObjectivesMasternon-finiteformsasattributive,adverbialandcomplementandapplytheminwriting.Analyzenaturedescriptions,categorizedescriptivewords,andwritetravelentriesusinglearnedstructures.Understandconversationsaboutnaturevocabularyanddebatelanguageissueswithtargetexpressions.Explorenature’sportrayalinWesternliteratureandmodernlanguagedebates,understandinghowdifferentculturesvaluenatureinlanguage,literature,anddailylife.Breakdownnon-finiteformfunctions,categorizenaturedescriptivewords,anddissectliterarynatureportrayals.Usedescriptivewordstowritevividnature-focusedtravelentriesandimaginenaturescenesinfavoriteseasons.Workinpairstodiscusstravelexperiences,peer-correctblogcontentanddebatelanguageissues.Practicenon-finiteformsandreflectontheimportanceofnaturevocabulary.UnderstandthedailystudyandlifeofBritishmiddleschoolstudentsbywatchingvideos.Basedonyourowndailystudyandlife,comparethestudyandlifeinChineseandBritishschools,andfindoutthesimilaritiesanddifferencesbetweenthetwo.Talkaboutyourfirstimpressionofhighschoollife,andhaveapreliminaryperceptionofthestudyandlifeintheseniorhighschoolstage.TeachingFocusesandAnticipatedDifficultiesMasternon-finiteformsasattributive,adverbialandcomplementandapplytheminwriting,analyzenaturedescriptions,categorizedescriptivewords,writetravelentries,anddebatelanguageissueswithtargetexpressions.Breakingdownnon-finiteformfunctions(attributive,adverbial,complement)accurately,andusingdescriptivewordsandnon-finiteformstowritevividnature-focusedtravelentries.GrammarPART.02Lookatthesentencesfromthereadingpassageandanswerthequestions.1.Whatisthedifferencebetweentheverbsinboldinsentences(a)and(c)?“Carpeted”insentence(a)isapastparticipleusedascomplementand“flattening”insentence(c)isapresentparticipleusedascomplement.Lookatthesentencesfromthereadingpassageandanswerthequestions.2.Insentence(b),does“tofind”indicatepurposeorresult?Insentence(b),“tofind”indicatesresult.3.Insentence(d),does“towatch”indicatepurposeorresult?Whatisthefunctionof“falling”?Insentence(d),“towatch”indicatespurpose;“falling”isanattributiveusedtodescribethesnow.non-finiteformsasattributive,adverbialandcomplement一、非謂語動詞作定語1.動詞-ing形式作定語（1）單個動詞-ing形式作定語位于被修飾名詞前，既可以表示被修飾者的作用或功能，也可以表示被修飾者的動作或狀態(tài)。buildingmaterials=materialsforbuilding 建筑材料drinkingwater=waterfordrinking 飲用水a(chǎn)readingroom=aroomforreading 閱覽室awritingdesk=adeskforwriting 寫字臺（2）動詞-ing形式短語作定語時(shí)，放在所修飾的名詞之后，并且在意思上相當(dāng)于一個定語從句。ThemanstandingthereisPeter’sfather.=ThemanwhoisstandingthereisPeter’sfather.

站在那兒的那個人是彼得的父親。（3）動詞-ing形式短語也可以用作非限制定語，相當(dāng)于一個非限制性定語從句，這時(shí)，它與句子其他部分用逗號分開。Hisbrother,workingasateacher,livesinBeijing.=Hisbrother,whoisworkingasateacher,livesinBeijing.

他哥哥住在北京，是一名教師。（4）某些動詞-ing形式作定語時(shí)，不再表示動作，已經(jīng)變成了形容詞詞性。aninterestingstory一個有趣的故事anexcitingmatch一場激動人心的比賽（5）若單個的動詞-ing形式修飾的詞為those,something,everything,nothing等代詞時(shí)，則-ing形式要放在其后。Iamlookingforsomethinginterestingtoreadduringthevacation.

我正在找一些有趣的東西在假期讀。Thoseremainingwillhavetowaitforthenextbus.剩下的那些人得等下一班公交車。2.不定式作定語不定式作定語時(shí)，通常放在被修飾詞的后面，用來表示將要發(fā)生的動作，且不定式和被修飾詞之間是主謂關(guān)系。Shehasalotofhomeworktofinish.她有很多要完成的作業(yè)。Themantogiveusaspeechisourheadmaster.將要給我們演講的人是我們的校長。3.過去分詞作定語（1）過去分詞作定語，可放在被修飾詞前或后，用來表示被動、已經(jīng)完成的動作，分詞和被修飾詞之間是動賓關(guān)系。單個過去分詞作定語位于被修飾名詞前，過去分詞短語作定語時(shí)，放在所修飾的名詞之后。Thebrokenwindowwasrepairedyesterday.那扇破碎的窗戶昨天被修好了。WeneedtoreadthebookswrittenbyMoYan.我們需要讀莫言寫的書。（2）及物動詞的-ed形式作定語時(shí)一般兼有被動和完成的意義。thestolenbike 一輛被盜的自行車 adesertedhouse一間廢棄的房子（3）不及物動詞的-ed形式作定語時(shí)只有完成意義。therisensun一輪升起的太陽

afadedflower一朵凋謝的花二、非謂語動詞作狀語1.動詞-ing形式作狀語現(xiàn)在分詞在句中作結(jié)果、時(shí)間、原因、伴隨、方式、條件、讓步等狀語。（1）時(shí)間狀語Hearingthenews,theyalljumpedforjoy.聽到這個消息，他們都高興得跳了起來。（2）原因狀語Beinganoutgoinggirl,Igetalongwellwithmyclassmates.

作為一個外向的女孩，我和同學(xué)們相處得很融洽。（3）條件狀語Workinghard,youwilldowellinyourexams.你如果努力學(xué)習(xí)，就會在考試中取得好成績。（4）結(jié)果狀語Thesnowlastedaweek,resultinginserioustrafficconfusioninthewholecity.

雪下了一個星期，造成整個城市嚴(yán)重的交通混亂。（5）讓步狀語Weighingalmostfiftykilograms,theboxwasliftedbyhimwithonehand.

那箱子將近50公斤重，但還是被他用一只手拎起來了。（6）伴隨狀語Hestoodleaningagainstthewall.

他斜靠著墻站著。2.不定式作狀語不定式在句中作目的、結(jié)果、原因等狀語。（1）表目的：可直接用todo，也可轉(zhuǎn)換為inordertodo（句首/句中均可）或soastodo（僅用于句中）ToimprovehisoralEnglish,hepracticeswithforeignerseveryweekend.

為了提高口語，他每周和外國人練習(xí)。（2）

表結(jié)果：常用onlytodo結(jié)構(gòu)，表出乎意料的結(jié)果。Hehurriedtothestation,onlytofindthetrainhadleft.

他匆忙趕到車站，結(jié)果發(fā)現(xiàn)火車已經(jīng)開走了。（3）表原因：多用于be+表情緒的形容詞+todo結(jié)構(gòu)。Shewashappytoreceiveagiftfromherparents.收到父母的禮物，她很開心。3.過去分詞作狀語過去分詞在句中作結(jié)果、時(shí)間、原因、伴隨、方式、條件、讓步等狀語。（1）時(shí)間狀語Whenaskedabouthisplan,hesaidhewouldtravelaroundtheworld.

當(dāng)被問到計(jì)劃時(shí)，他說要環(huán)游世界。（2）

原因狀語Deeplymovedbythemovie,manyaudienceburstintotears.

被這部電影深深打動，很多觀眾哭了。（3）條件狀語Givenachance,shewillsurelysucceed.如果得到機(jī)會，她一定會成功。（4）讓步狀語Beatenbytheoppositeteam,wedidn’tloseheart.雖然被對手打敗，但我們沒有灰心。（5）某些動詞的過去分詞已經(jīng)形容詞化，這些過去分詞作狀語時(shí)，既不表示被動，也不表示完成，而表示一種狀態(tài)，如lost（迷路的），seated（坐著的），hidden（隱瞞的），lost/absorbedin（沉溺于），dressedin（穿著……的），tiredof（對……感到厭倦的）等。Absorbedinthebook,hedidn'tnoticemeentertheroom.

他全神貫注地看書，沒有注意到我進(jìn)了房間。注意：分詞的邏輯主語必須與句子的主語一致。4.不定式與現(xiàn)在分詞作結(jié)果狀語的區(qū)別動詞不定式作結(jié)果狀語時(shí)，常表示意想不到的結(jié)果；而現(xiàn)在分詞作結(jié)果狀語時(shí)，常表示自然而然的結(jié)果。Herushedtotheairport,onlytobetoldthattheflighthadtakenoff.

他沖到機(jī)場，結(jié)果卻被告知航班已經(jīng)起飛了。Thefirelastedforhours,causinggreatdamagetothebuilding.

大火持續(xù)了數(shù)小時(shí)，給這座建筑造成了巨大的破壞。三、非謂語動詞作補(bǔ)語1.動詞-ing形式作補(bǔ)語在see,hear,feel,watch,notice,hear等感官動詞后和catch,find,have,keep,leave,start等動詞之后可以用動詞-ing形式作賓語補(bǔ)足語。這時(shí)動詞-ing形式和句子賓語之間存在邏輯上的主謂關(guān)系，并且動詞-ing形式表示正在進(jìn)行的動作。Wesawalightburninginthewindow.

我們看到窗戶上有燈在燃燒。Ifeltsomebodypattingmeontheshoulder.

我感覺有人拍我的肩膀。2.不定式作補(bǔ)語（1）在很多表示“指示、愿望、感覺”等的（短語）動詞后都可以用動詞不定式作賓語補(bǔ)足語，如ask,hate,like,want,invite,get,force,expect,allow,permit,persuade,order,warn,remind,forbid,advise,teach,prefer等。Fatherwillnotallowustoplayinthestreet.父親不會允許我們在街上玩耍。（2）下列（短語）動詞接省略to的動詞不定式作賓語補(bǔ)足語：一感

（feel），二聽（hear,listento），三使（let,have,make），五看（see,notice,observe,watch,lookat），半幫助（help）。Nobodysawhimcomein.

沒人看見他進(jìn)來。3.不定式作補(bǔ)語（1）wish,like,want,order等后面接過去分詞作補(bǔ)語，表示命令或希望某件事被完成。Themanagerwantsthereportfinishedbeforethemeeting.經(jīng)理要求報(bào)告在會議前完成。（2）see,hear,notice,observe,watch,feel,find等感官動詞后接過去分詞作補(bǔ)語，表示該動作與賓語之間是被動關(guān)系或者該動作已經(jīng)完成。Sheheardhernamecalledwhenshewaswalkinginthestreet.

她在街上走的時(shí)候，聽到有人叫她的名字。（3）have,get,make,leave,keep等使役動詞后接過去分詞作補(bǔ)語，表示動作由他人完成。Hehadhiscarrepairedatthegarageyesterday.他昨天在修理廠讓人把車修好了。4.動詞不定式和動詞-ing形式作賓語補(bǔ)足語的區(qū)別在see,hear,feel,watch,notice等感官動詞后，既可用動詞-ing形式作賓語補(bǔ)足語，也可用不帶to的不定式作賓語補(bǔ)足語，兩者之間有一定的區(qū)別。①

用動詞-ing形式時(shí)，表示動作正在進(jìn)行；Doyouhearsomeoneknockingatthedoor?

你聽見有人正在敲門嗎？②

用動詞不定式時(shí)，表示動作的全過程已經(jīng)結(jié)束了。Doyouhearsomeoneknockatthedoor?

你聽見有人敲門了嗎？What/Thatiscertainisthatcomediansoftenusecomedytohelpthemunderstandthemselvesandtheworld.Infact,comedyisaveryseriousjobindeed!Completethepassagewiththecorrectformoftheverbsinbrackets.TheLakePoetswereasmallgroupofpoets1_______(live)intheLakeDistrictofEnglandinthelate18thandearly19thcenturies.TheLakeDistrict,2________(know)foritsbeauty,isinthenorth-westofEngland.Thefirstofthepoets3_______________(come)therewasRobertSouthey,oneofthemost4_________(respect)poetsofhistime.HewasfollowedbyWilliamWordsworth,perhapsBritain’smost5___________(celebrate)19thcenturypoet,andthenSamuelColeridge,whohadwrittenthe6__________(pioneer)workLyricalBalladswithWordsworth.Soon,7________(draw)bothbyitsnaturalbeautyandadesiretobenearthesefamouspoets,otherpoetscame8________(live)intheLakeDistrict.AllofthesepoetswereseenaspartoftheRomanticMovement.livingknowntocome/comingrespectedcelebratedpioneeringdrawntoliveWhat/Thatiscertainisthatcomediansoftenusecomedytohelpthemunderstandthemselvesandtheworld.Infact,comedyisaveryseriousjobindeed!湖畔詩人（TheLakePoets），是指十九世紀(jì)英國浪漫主義運(yùn)動中較早產(chǎn)生的一個流派。他們的詩作中的詞句贊美大自然的湖光山色、抒發(fā)纏綿的愛情、歌頌純真的友誼，多帶有清新自然、青春亮麗、富有哲理的特點(diǎn)。湖畔派詩人的主要代表有華茲華斯、柯勒律治、騷塞。Lookatthepictureandcompletethetraveljournalentrywiththewordsinthebox.Usethestructuresyouhavelearntinthisunitwhereappropriate.findblowgoseefallrelaxenjoyrunToday,whilstwalkingalongapeacefulriverrunningthroughauniversitycampus,Iwasamazedtofind...Workinpairs.Talkaboutatravelexperienceofyourownthatbroughtyouclosertonature,usingthestructuresyouhavelearntinthisunitwhereappropriate.Readtheparagraphandanswerthequestions.Payattentiontothewordsinbold.ThereisnomonthinthewholeyearinwhichnaturewearsamorebeautifulappearancethaninthemonthofAugust.Springhasmanybeauties,andMayisafreshandbloomingmonth,butthecharmsofthistimeofyearareenhancedbytheircontrastwiththewinterseason.Augusthasnosuchadvantage.Itcomeswhenweremembernothingbutclearskies,greenfields,andsweet-smellingflowers—whenthememoryofsnow,andice,andbleakwinds,hasfadedfromourmindsascompletelyastheyhavedisappearedfromtheearth—andyetwhatapleasanttimeitis!Orchardsandfieldssingwiththesoundofwork;treesbendbeneaththethickclustersofrichfruitwhichbowtheirbranchestotheground;andthewheat,piledingracefulsheaves,orwavingineverygentlewindthatsweepsaboveit,tingesthelandscapewithagoldencolour.Asoft,pleasantlightappearstohangoverthewholeearth;theinfluenceoftheseasonseemstoextenditselfeventoapassingwagon,whoseslowmotionacrossthewell-reapedfieldisseenbytheeye,butmakesnoloudnoisesupontheear.(AdaptationfromThePickwickPapersbyCharlesDickens)1.Whatdoesthisparagraphmainlydescribe?ThisparagraphmainlydescribesthebeautifulappearanceinthemonthofAugust.2.Whataspectsdoestheauthordescribe?Theauthordescribestheskies,fields,flowers,orchards,trees,wheatandthequalityofthelight.Readtheparagraphandanswerthequestions.Payattentiontothewordsinbold.PutthewordsinActivity5intotheboxes.Findoutwhattheyareusedtodescribe.loudfresh,sweet-smellingblooming,bend,bow,piled,waving,sweep,tinges,makesthickclusters,gracefulsheavesclear,green,rich,goldenfresh,bleak,gentle,soft,pleasantNowthinkofmorewordsineachcategoryandaddthemtotheboxes.Thendescribenatureduringyourfavouriteseasonwiththewordsyouhavelearnt.ListeningPART.03Openadictionary,andyou’llbesurprisedtofindthattherearemanymorewordsaboutnaturethanyouwouldthink.Therearevariouswaystodescribethethingsweseeinthenaturalworld,nomatterwhetherit’saflower,aweed,ananimalortherain.Forexample,therearemanywaystodescribethedifferentsoundsofbirds,suchaschatter,chirp,cluck,hootandtweet.Thesewordscanhelpustowritevividdescriptionsofnature.DidYouKnow?Listentotheconversationandanswerthequestions.1.Whatbookwasthemanreading?ThemanwasreadingabookcalledLandmarks.2.Whywasthemanannoyed?3.Whatwasthegirl’sopinion?Listentotheconversationagainandcorrectthemistakesintheman’sblog.RecentlyIwasreadingabookcalledLandmarksbyRobertMacfarlane.Whattheauthorwrotemademefeelconfused.Hesaidthatmanywordsdescribingnaturewerebeingaddedtothenewversionofthejuniordictionary.Thesearewordslike“pasture”and“bluebell”.A“pasture”isadenseforestforcowsandhorsestoeat.“Bluebells”arefruitshapedlikebells.Thereasonwhytheyaredoingthisisthattheythinkthesewordsareirrelevanttochildren,soinsteadthey’vereplacedthemwithtermslike“film”.Perhapsthedictionarydoeshaveapoint,becausemostchildrendon’tgetoutintonaturethatmuchnowadays.TheyspendalltheirtimewatchingTVinstead.Butit’sapity.Inmyopinion,thesewordsformpartofourliterature.Theyaddcolourtoourlives,andshouldn’tbelost.Mygranddaughterhasthesameopinionasme.Shesayswearelosingoldwordsallthetime.Andastimeschange,oldwordsbecomeasnormaltoyoungpeopleasthenewonesaretome.Eric’sblogannoyednowmissingfromfieldofgrassblueflowersadifferentopinionfromhistoryblogoncomputersnewwordsbecomeasnormaltoyoungpeopleastheoldonesaretomeNowworkinpairsandactouttheconversation.F:Morning,Grandpa!M:[grumpily]Morning,Suzie.F:Grandpa,istheresomethingwrong?Youseemabitupset.M:Yes,well...I’msorry,Suzie.It’sjustthatI’vebeenreadingthisnewbookcalledLandmarksbyRobertMacfarlane,andsomethinghewroteabouthasmademeratherannoyed.F:Whatisit?M:Heexplainedthatmanywordsdescribingnaturewerenowmissingfromthenewversionofthejuniordictionary.F:Idon’tquiteunderstand.Canyougivemesomeexamples?M:Well,wordssuchas“pasture”and“bluebell”.F:Idon’tknowthosewords.Whatdotheymean?Nowworkinpairsandactouttheconversation.M:Theformermeansafieldofgrassforcowsandhorsestoeat.“Bluebells”areblueflowersshapedlikebells.F:I’veneverheardofthem.Whywouldtheytakethemoutofthedictionary?M:Well,accordingtoMacfarlane,themainreasonfordoingthisisthatthesewordsarenolongerrelevanttochildren.Instead,they’vereplacedthemwithnewtermslike“blog”.F:Idon’tknow,maybethedictionaryhasapoint.Mostchildrendon’tgetoutintonaturethatmuchnowadays.Theyspendmuchoftheirtimeoncomputers,forinstance.Ithinkthenewtermstheyaddedarewordswehearinoureverydayuse.M:Ah!Thatmaybetrue,butit’sapity.F:Inwhatway?M:Tworeasons,Ithink.Firstly,childrenarelosingthejoyofbeingyoung,ofbeingoutsideunderthetreeswithgrassundertheirfeet.Secondly,thesewordsformpartofourhistory.Theyaddcolourtoourlives,andshouldn’tbelost.Nowworkinpairsandactouttheconversation.F:I’mnotsosure,Grandpa.Youngpeoplemightnotgetoutintonaturemuch,butwestillexperiencejoy.Andasforlosingwords...well,youdon’trememberallthewordsfromShakespeare’sday,doyou?M:Er...well,no...F:Exactly!Timeschange.Computersplayalargepartinourlivesnow.Considersocialmedia.Itisasnormaltousnowas...whatwasthatfunnyoldwordyousaid?Posture?M:Pasture,Suzie!F:Yes.Socialmediaisasnormaltoyoungpeopleaspastureistoyou.M:[sighs]F:[laughs]Iknowwhatwouldcheeryouup.Let’sgoforawalkoutside.M:Aha!See?Youcan’tbeatnature,Suzie,eh?[bothlaugh]Completetheboxeswiththeexpressionsfromtheconversation....suchas...Themainreason......,forinstance.Tworeasons,Ithink.Consider...GivingexamplesGivingexplanations...suchas......,forinstance.Themainreason...Tworeasons,Ithink.Consider...Workinpairs.TalkaboutyouropinionsoftheissuediscussedinActivity8usingtheexpressionsinthissection.Nowthinkaboutyourperformance.Haveyouactivelyparticipatedinthediscussion?Whatcanyoudotoimproveyourperformance?Vocabulary1.bleakbleaksituation 嚴(yán)峻的形勢

bleakweather 陰冷的天氣

bleaknessn.荒涼；凄涼；黯淡；無希望

例題：Standingonthetopofthehill,wecouldseethe__________(bleak)oftheabandonedfactoryinthedistance.bleaknessVocabulary2.fadefadeaway 逐漸消失；衰弱；病重死亡fade(sth)in/out （使）（畫面）淡入/淡出；（使）（聲音