Unit 8 Section Ⅲ Grammar(1)-【金版新学案】2025-2026学年高中英语必修第三册同步课堂高效讲义配套课件（北师大版）

该高中英语课件聚焦动词-ing形式和-ed形式的语法应用，通过“回忆温故”联系谓语动词时态与被动语态，“观察知新”对比非谓语动词用法，构建从已知到未知的学习支架，帮助学生梳理语法脉络。 其亮点在于通过例句对比分析培养思维品质，分点讲解意义、位置及判断方法提升语言能力，配套练习巩固学习能力。如“感知语法”环节区分谓语与非谓语-ing/-ed形式，助力学生系统掌握，教师可高效开展语法教学。

UNIT 8　GREEN LIVING 主题语境：人与自然——人与环境 Section Ⅲ Grammar(1) 动词-ing形式和动词-ed形式 框架脉络 回忆温故　观察下面句子中包含-ing形式和-ed形式的动词的语法意义，并在下边横线上描述其特点。 1. I am reading a book.(现在进行时) 2. She was cooking dinner when I arrived.(过去进行时) 3. They will be playing football tomorrow afternoon.(将来进行时) 4. The letter was written by him yesterday.(一般过去时的被动语态) 5. The windows will be cleaned tomorrow.(一般将来时的被动语态) 6. The house has been built for ten years.(现在完成时的被动语态) 小结：__________________________________________________________ _________________________________________________ 感知语法 谓语动词中的-ing和-ed形式都要和前面代表时间意义的系动词搭配构成时态，-ing形式表示主动，-ed形式表示被动。 观察知新　观察下面句子，初步体会-ing形式和-ed形式语法成分和意义，并在下边横线上描述其特点。 1．The boy running in the park is my brother. (动词-ing形式作定语) 2．Reading a good book can be very enjoyable. (动词-ing形式作主语) 3．Having heard/Hearing the good news, she jumped with joy. (动词-ing形式作状语) 4．The broken window needs to be repaired. (动词-ed形式作定语) 5．She found the problem solved. (动词-ed形式作宾语补足语) 小结：__________________________________________________________ _______________________________________________________________ 这是非谓语动词中的-ing和-ed形式，不具备谓语动词中的时态概念，所以不搭配am, is, are, was, were, will be, has/have/had been等形式。 动词-ing形式包括现在分词和动名词，一般表示主动意义，在句子中作主语、宾语、表语、定语、状语、宾语补足语等成分；动词-ed形式指的是动词过去分词，在句中可以作定语、状语、宾语补足语和表语，不能作主语或宾语。本单元语法重点是动词-ing形式和动词-ed形式作“定语、状语、宾语补足语”。 一、动词-ing形式和动词-ed形式的意义 1．动词-ing形式和被描述词构成主动关系，动词-ed形式和被描述词常常构成被动关系。 精讲语法 2．动词-ing形式可以描述正在进行的主动动作，动词-ed 形式可以描述已经完成的被动动作。 3．不及物动词的-ed形式作定语，只表示动作已完成，不表示被动意义。如the fallen leaves落叶；the risen sun升起的太阳。 4．描述情绪情感类的动词-ing形式或动词-ed形式，转化成形容词时-ing形式表示“令人……的”，-ed形式表示“感到……的”。如pleasing令人愉悦的；pleased感到高兴的。 5．部分描述状态的动词，经常用-ed形式，如seated坐着的；devoted热爱的；buried专注的；determined下定决心的。 They lived in a room facing south. 他们住在一个朝南的房间里。 The problem discussed at the meeting is very important. 会议上讨论过的问题非常重要。 二、动词-ing形式和动词-ed形式的位置 1．分词作定语： 单个动词-ing形式作定语时一般前置，单个动词-ed形式作定语多前置，若后置时意义多有变化。分词短语作定语时只能后置，一般可转化为定语从句。 a sleeping boy正睡觉的男孩 a flying bird飞鸟 the concerned parents 担心的父母们 the parents concerned 被涉及到的父母们 The building built there(＝which was built) now will be our dining hall. 那里建好的那栋建筑将是我们的食堂。 The man standing over there (who is standing over there) is our new teacher. 在那边站着的男子是我们的新老师。 2．分词作状语： (1)单个分词或者分词短语作状语时，有时可以前置，也可以后置，意义不变。 Running through the forest, the deer escaped from the hunters. 穿过森林时，这只鹿从猎人那里逃脱了。 The teacher came in, followed by some students. 老师进来了，身后跟着一些学生。 (2)分词作状语强调原因、条件时一般前置，强调结果时后置。 Exhausted by the long journey, he went straight to bed. 由于长途旅行的疲惫，他径直上床睡觉了。 Given more time, I would have done it better. 如果给我更多时间，我会做得更好。 He drove too fast, causing an accident. 他开得太快了，结果导致了一场事故。 (3)分词结构可以与连词连用，是状语从句的省略结构。常见的连词有 while，when，once，if，though，although，even if，even though，unless，than，as等。 Even if invited，I won't attend the evening party. 即使被邀请，我也不会去参加那个晚会。 While waiting for the bus，he met Mary. 等公共汽车时，他遇到了玛丽。 (4)作状语时，在少数情况下，其逻辑主语与句子的主语不一致，分词用来修饰全句。如： considering...; generally speaking; judging by/from...; supposing that...; owing to...; speaking of...; providing/provided that...; given...等。 Judging from her accent，she must come from Fujian Province. 听她的口音，她肯定来自福建省。 Given her interest in children，teaching seems the right job for her. 鉴于她对孩子有兴趣，教书看来是适合她的工作。 3．分词作宾语补足语： 分词作宾语补足语时，必须放在宾语或者形式宾语it的后面。 She heard the children singing in the room. 她听到孩子们在房间里唱歌。 He had his car repaired. 他修了他的车。 三、判断动词-ing形式和动词-ed形式的主动或被动意义时参照的目标 1．分词作定语时，要看分词动作和被修饰词之间的关系，主动为-ing形式，被动为-ed形式。 The bird flying in the sky is a seagull. 在天空中飞翔的鸟是一只海鸥。(fly和bird是主动关系) I don't understand the theory proposed by this scientist. 我不懂这位科学家提出的理论。(theory和propose是被动关系) 2．分词作状语时，要看分词动作和主语之间的关系，主动为-ing形式，被动为-ed形式。 Deeply moved by the story, she couldn't hold back her tears. 被这个故事深深打动，她忍不住流下了眼泪。(move和she被动关系) He sat on the sofa, watching TV. 他坐在沙发上看电视。(he和watch主动关系) The teacher entered the classroom, followed by a group of students. 老师走进教室，后面跟着一群学生。(the teacher和follow被动关系) 3．分词作宾语补足语时，要看分词动作和宾语之间的关系，主动为-ing形式，被动为-ed形式。 I saw him running towards the station. (him和run主动关系) 我看到他正跑向车站。 She found the windows broken.(window和break被动关系) 她发现窗户破了。 巧学活用 Ⅰ.单句语法填空 1. (surprise) by the news, the students couldn't focus on their lessons. 2．The little boy stood there, (watch) the birds in the sky. 3．The book, (write) by a famous author, became a bestseller. 4．The children returned home, (find) their mother waiting for them. 5. When I walk back, I found the bird still (rest) on the branch outside. Surprised watching written finding resting Ⅱ.补全句子 1．The river, ____________________(流经该城市), is a major source of water. 2．The experiment, _______________________ (同学们所做的), was a great success. 3．I ________________________________ (看到很多孩子在公园里玩). 4．The teacher entered the classroom, _____________________ (被学生们追随着). 5． ________________________ (被技术人员修理过后), the computer now works perfectly. flowing through the city conducted by the students saw many children playing in the park followed by the students Repaired by the technician 谢 谢 观 看 UNIT 8　GREEN LIVING 返回 $