Unit 2 The United Kingdom
I. 教學(xué)目標(biāo)
通過(guò)本單元的學(xué)習(xí)，使學(xué)生了解英國(guó)的地理位置、國(guó)家的構(gòu)成、發(fā)展歷史及倫敦的名勝古跡，感受異域文化，提高跨文化意識(shí)；此外，還要學(xué)會(huì)使用地圖和網(wǎng)絡(luò)查詢(xún)有關(guān)英國(guó)的資料，培養(yǎng)學(xué)生的資源策略和自主學(xué)習(xí)的能力；掌握35個(gè)新單詞和6個(gè)短語(yǔ)，熟悉過(guò)去分詞作賓語(yǔ)補(bǔ)足語(yǔ)的用法。
II. 教材分析
Warming Up部分提供了一個(gè)關(guān)于英國(guó)概況的小測(cè)試，目的是激活學(xué)生已有的背景知識(shí)，調(diào)動(dòng)學(xué)生的積極思維，激發(fā)學(xué)生的學(xué)習(xí)動(dòng)機(jī)。
Pre-reading部分通過(guò)三個(gè)問(wèn)題進(jìn)一步激活學(xué)生有關(guān)英國(guó)的知識(shí)，使學(xué)生產(chǎn)生深入了解英國(guó)的欲望和興趣,為閱讀做好鋪墊，起到了承上啟下的作用。
Reading部分全文分為6個(gè)自然段，從地理、歷史、政治、文化等多角度向我們介紹了英國(guó)的發(fā)展史，倫敦的人文景觀，并側(cè)重介紹了England的區(qū)域劃分。學(xué)生通過(guò)學(xué)習(xí)課文不但對(duì)英國(guó)有了詳實(shí)的了解，拓寬了知識(shí)面，而且可以掌握新的詞匯、句型，了解作者的寫(xiě)作手法，提高學(xué)生把握文章主脈的能力。
Comprehending部分由三部分組成：回答問(wèn)題、畫(huà)出England和Wales的區(qū)域劃分圖、給文章分段，寫(xiě)出各段的main idea 和全文的summary。此部分不僅檢查學(xué)生對(duì)細(xì)節(jié)的把握，而且檢測(cè)學(xué)生對(duì)課文內(nèi)容進(jìn)行整合歸納的能力以及讀圖畫(huà)圖能力，更有助于學(xué)生抓住文章的篇章結(jié)構(gòu)。
Learning about Language部分突出通過(guò)語(yǔ)境運(yùn)用單詞的理念，設(shè)計(jì)了短文填空和與動(dòng)詞say同義或近義的單句填空練習(xí)，旨在提高學(xué)生活用詞匯的能力。語(yǔ)法部分通過(guò)從課文中找樣句讓學(xué)生初步認(rèn)識(shí)過(guò)去分詞作賓補(bǔ)的用法，然后采用句子填空的練習(xí)形式加深印象，最后以游戲的形式實(shí)際運(yùn)用該結(jié)構(gòu)，體現(xiàn)語(yǔ)法習(xí)得方式的多樣性，提升語(yǔ)法學(xué)習(xí)的趣味性。
Using Language部分綜合訓(xùn)練聽(tīng)說(shuō)讀寫(xiě)的能力。讀與聽(tīng)，讀與說(shuō)，讀與寫(xiě)?yīng)毩⒊尸F(xiàn)但又相互交融。閱讀部分讀者隨Zhang Pingyu一起走近倫敦著名而歷史悠久的古老建筑，充分感受到倫敦獨(dú)特的建筑風(fēng)格和深深的文化底蘊(yùn)。寫(xiě)作部分要求學(xué)生參考所給的形容詞和動(dòng)詞，用生動(dòng)的語(yǔ)言展示自己家鄉(xiāng)的名勝古跡，以鼓勵(lì)更多的人前來(lái)旅游觀光，培養(yǎng)學(xué)生對(duì)家鄉(xiāng)由衷的熱愛(ài)之情。
Summing Up部分要求學(xué)生就本單元所學(xué)知識(shí)進(jìn)行反思，總結(jié)自己對(duì)詞匯語(yǔ)法和英國(guó)文化歷史的把握情況，了解自己的不足之處。
Learning Tip 給出了一些寫(xiě)作后的建議，要求學(xué)生養(yǎng)成在寫(xiě)作后大聲朗讀自己的文章的良好習(xí)慣，以便檢查文章是否通順，是否有時(shí)態(tài)、語(yǔ)態(tài)或拼寫(xiě)錯(cuò)誤，不斷提高英語(yǔ)寫(xiě)作水平。
III. 教材整合
建議本單元用5課時(shí)完成。
第一課時(shí)：
將 Workbook中的reading（P51）和listening(P52)整合成一節(jié)課。上該單元時(shí)恰逢中國(guó)的教師節(jié)，借此引出英國(guó)一個(gè)很特殊的節(jié)日-Guy Fawkes Night，了解該節(jié)日的由來(lái)、慶祝時(shí)間和慶祝方式。再?gòu)拈喿x文章過(guò)渡到聽(tīng)力，傾聽(tīng)Guy Fawkes和 King James之間的故事。
第二課時(shí)
將Listening(P15)和Reading(P9-10)設(shè)計(jì)成一節(jié)課。從前一節(jié)課King James的故事引出英國(guó)歷史上其他的kings和 queens, 畫(huà)出兩棵family tree幫助學(xué)生理清他們之間的關(guān)系，為學(xué)生聽(tīng)懂聽(tīng)力材料和了解The Tower of London的歷史作好準(zhǔn)備。然后過(guò)渡到閱讀，隨張萍雨一起去游覽倫敦的其它歷史名勝。
第三課時(shí)
將Warming up， Reading 和Learning about Language中的Discovering useful words and expressions（Exercises1-2）設(shè)計(jì)成一節(jié)精讀課，讓學(xué)生全方位多角度地了解英國(guó)，提高學(xué)生的閱讀能力和活用詞匯的能力。
第四課時(shí)
將Learning about Language中的Discovering useful structures和Workbook 中的Using structures 結(jié)合在一起，設(shè)計(jì)成一節(jié)以語(yǔ)法教學(xué)為主的語(yǔ)言學(xué)習(xí)課，幫助學(xué)生真正掌握過(guò)去分詞作賓補(bǔ)的用法。
第五課時(shí)
借助網(wǎng)絡(luò)及其它學(xué)習(xí)渠道廣泛收集有關(guān)英國(guó)的信息并在課堂上呈現(xiàn)，幫助學(xué)生優(yōu)化英語(yǔ)學(xué)習(xí)方式，充分發(fā)揮自己的學(xué)習(xí)潛能，提高自主學(xué)習(xí)的能力。同時(shí)關(guān)注學(xué)生與人溝通和合作的能力，學(xué)會(huì)與人分享。在大量的信息儲(chǔ)備之后，要求學(xué)生寫(xiě)一篇短文，用生動(dòng)的語(yǔ)言展示自己家鄉(xiāng)的名勝古跡，以鼓勵(lì)更多的人前來(lái)旅游觀光，培養(yǎng)學(xué)生對(duì)家鄉(xiāng)由衷的熱愛(ài)之情。
IV. 教學(xué)流程
Period One
Teaching goals: To enlarge the Ss’ knowledge about Guy Fawkes Night.
To improve the Ss’ speaking and listening.
Step1 Warming up
1. Have a chat with the Ss.
Q1. What kind of special holiday is it today?
Q2. How do you usually celebrate Teachers’ Day?
Q3. What other festivals do you still remember? (Get the Ss to go over what we have learned about festivals.)
2. Lead the Ss to the reading passage on P51
Q1. Have you ever heard of a festival called “Guy Fawkes Night”?
Q2. What do you want to know about it?
[ Possible Answers] Where and when is it celebrated? How is it celebrated today? How did the festival come about?
Step 2 Reading
With the questions above in mind, the Ss begin to go through the whole passage quickly to find out the answers.
[ Suggested Answers] It is celebrated in Britain on November 5th. People will have firework parties and burn cloth dolls of Guy Fawkes on a bonfire.
In the 17th century, there were two kinds of Christian in Europe, Catholic and Protestant, and they were often at war with each other. Guy Fawkes was a Catholic, but the government of England usually supported Protestant. So Fawkes and his Catholic friends decided to blow up the Houses of Parliament and kill King James. But before they could do anything, their plan was discovered. Guy Fawkes was caught and killed. And King James made November 5th into a yearly celebration so that people will not forget this “disaster”.
Step 3 Post-reading
Pair work: Ten days before the plan, Fawkes and Catesby met to discuss their plan in detail. Make up a dialogue between them; one acts as Fawkes and the other as Catesby.
[Suggested Dialogue]
F: How can we enter the Houses of Parliament?
C: Maybe we can buy a house close to it. These days houses usually have cellars. If we get the cellars connected with the Houses of Parliament, it will be convenient for us to get into it.
F: Good idea! Then we can store a lot of gunpowder in the cellar. When the king and his advisers are in the Parliament for a meeting on November 6th, we will light the gunpowder to start the fire.
C: That’s it. Let’s go to look for such a house at once. We don’t have much time left.
F: I agree with you. Let’s go.
The Houses of Parliament
Step 4 Listening on P52
Who are the two main characters in the story?
There are more stories about them. Listen to the tape and decide which statements are true and which are false.
1. King James was a Catholic.
2. King James was frightened of Catholics.
3. King James supported Protestants.
4. He punished Guy Fawkes.
5. Guy Fawkes talked to King James.
6. The king thought the Catholics wanted to kill him.
7. The king rewarded Guy Fawkes.
8. The king thought there were too few Catholics.
9. The king’s friends abroad were Protestants.
After checking the answers with the whole class, let the Ss listen to the tape again to find out King James’ problems.
Step 5 Discussion
Who will you feel most sympathy for, Guy Fawkes or King James? Give your reasons.
Step 6 Homework
1. Read the text aloud after class, paying attention to your pronunciation and intonation.
2. Surf the Internet to find out some stories about other kings or queens in British history.
Period Two
Teaching goals: To get the Ss’ to know more about British kings and queens so that
they can understand British history and culture better.
To learn about some historical sites in London.
Step 1 Warming up
Guy Fawkes Night has something to do with King James. Do you know any other kings or queens in British history?
Show the Ss 2 family trees:
Step 2 Pre-listening
1. Practise the pronunciation so that the Ss will recognize them when they hear the names in the tape.
2. In ancient times, what is the palace called where kings and queens lived?
[Suggested Answer] The Tower of London
The Tower of London was home for the kings and queens for many years. Can such a royal palace be a prison? Zhang Pingyu, a Chinese girl is talking with a local guide about it. Let’s listen to their conversation to get the answer. (Yes)
Step 3 Listening
1. Listen to the tape again to find out: Who had been prisoners in it?
[ Suggested Answer] King Edward V and his brother; Elizabeth I
2. What happened to King Edward V and his brother?
As a prisoner, how could Elizabeth be the queen?(順著前面問(wèn)題的答案自然發(fā)問(wèn))
[Suggested Answers] Their uncle, Richard, had them killed and he made himself King Richard IV.
Because her brother and sister had no children.
3. Listen to the conversation again and fill in the blanks in the following passage.
A. These two princes were ______ and ______ six hundred years ago. They had come to London for the older brother to be crowned ______ after his father, King Edward IV, ______. He was only thirteen years old. His wicked uncle, Richard, was supposed to ______them both, but instead he had them ________ while they were _________.
B. In the 1550s when queen Elizabeth I was still a ______, her sister, Queen Mary, brought her to the Tower as a ______ because she thought Elizabeth was a traitor. She __________ through a special gate __________“Traitors Gate”. That only __________to very bad people.
[Suggested Answers] brothers, lived, King, died, look after, killed, asleep, princess, prisoner, went in, called, happened
Step 4 Pre-reading
Nowadays the tower of London has been standing there for one thousand years, which attracts a lot of tourists every year. As a matter of fact, there are many famous old buildings in London. Zhang Pingyu is visiting London and she plans to see some historical sites.
Step 5 Reading
1. Scanning
Read the passage quickly to find out the historical sites that she visited.
Places to visit/see Comments
The Tower of London
St Paul’s Cathedral
Westminster Abby
Big Ben
Buckingham Palace
Greenwich
Karl Marx’s statue
The British Museum
2. Careful reading
Read the passage carefully to get detailed information about these places.
[Suggested Answers]
The Tower of London, built by Norman invaders of AD 1066, a solid, stone, square tower which remained standing for one thousand years.
St Paul's Cathedral, built after the terrible fire of London in 1666, looked splendid;
Westminster Abbey, splendid, interesting, contains statues in memory of dead poets and writers;
Greenwich, old ships and famous clock, the longitude line;
Big Ben, the famous sound of the clock ringing out the hour
Buckingham Palace, the Queen’s house in London, look at the outside
Karl Marx’s statue in Highgate Cemetery, strange, the great man lived and died in London, worked in the famous reading room of the Library of The British Museum
The British Museum, thrilled to see many wonderful treasures from different cultures, beautiful old Chinese pots, proud of her country
Step 6 Language points
1. available: adj. (物) 可用的，可得到的;（人）可會(huì)見(jiàn)的，可與之交談的
These tickets are available today.
The doctors are available now.
be available for 有空做……；可供……利用
2. make a list of 列……的清單
3. delight n. 高興，愉快v. 給人樂(lè)趣，使愉快; 引以為樂(lè)
He laughed with delight.
I was delighted to be invited to her party.
She delights in cooking.
delighted: adj. 高興的
delightful: adj. 令人喜悅的，令人快樂(lè)的
be/feel delighted at/with/by 因……而高興
to one’s delight /joy 令人高興的是……
4. remain doing sth
remain: 1).vi. 剩下；留下；2). Link-v. continue to be 繼續(xù)保持，仍然……
Much work remained to be done.
I'll remain to see the end of the match.
The door remained closed.
It remained raining.
5. on special occasions 在特殊場(chǎng)合
6. in memory of ... 紀(jì)念……
He founded the charity in memory of his late wife.
7. ring out: 發(fā)出響聲，響起
8. It seemed strange that ... should have lived...
He seems to be...
There seems to be...
Step 7 homework
Read the passage again to get familiar with the famous buildings.
Period Three
Teaching goals: To help the Ss to learn more about the United Kingdom.
To improve the Ss’ reading comprehension.
To encourage the Ss to describe the UK with the help of pictures and maps.
Step 1 Warming up
Get the Ss to answer the following questions to see how much they have already known about the United Kingdom.
1. What does UK stand for?
2. How many countries does the UK consist of?
3. What is the longest river in England?
4. What do you know about any cities or towns in the UK?
5. What is their national flag like? What does it stand for?
Cross of St George (England) Cross of St Patrick (Ireland)
Cross of St Andrew (Scotland) Union Jack or Union Flag
The Union Jack flag unites the flags of three countries in the UK. Which country is left out? Why?
[Suggested Answers] Wales is left out, because it is usually considered as part of England.
Step 2 Prediction
It seems that you have known something about Britain, but there is still something that puzzles you. It doesn’t matter. Today we are going to read another passage about the UK. What do you expect the writer will tell us?
[ Possible Answers] geography, history, climate, national flag, culture, natural resources, cities, sports, politics, literature and so on
Step 3 Reading
1. Scanning
Have a quick look at the whole passage to find out: Which of these are talked about in the text?
[Suggested Answers] geography, history, national flag, culture, cities
2. Group work
Read the passage carefully and then discover in groups to divide the text into 3 parts. Summarize the main idea of each part.
[Suggested Answers] Part 1( Para1- Para4): How the UK developed into 4 countries.
Part 2(Para5): Division of England into 3 zones, which have different characteristics.
Part 3( The last Para): Culture and history of London.
3. Individual work
Write a summary of the passage.
[Suggested Answers] The writer tells us how the UK developed from one country to four countries, and it also shows how England is divided into 3 zones and why London has become such an important historical treasure.
Step 4 Post –reading
As we all know, there are so many attractions in the UK. You must keep your eyes open if you are going to make your trip to the United Kingdom worthwhile.
Suppose you are paying a visit to the UK, and a guide( your partner) is answering your questions. Make up a dialogue with your partner with the help of the pictures and maps. You may exchange your roles if you like.
Queen Elizabeth II Michael Owen Big Ben
the River Thames London Tower Bridge National Flag
Step 5 Homework
1. Read the text and try to find out some important or difficult language points.
2. Explore the Internet to get any information that you are interested in about the UK and get ready to present your report in class.（學(xué)習(xí)小組活動(dòng)，6-7人一組）
Period Four
Teaching goals: To enable the Ss to use the new vocabulary properly.
To get the Ss to have a knowledge of past participle used as object complement.
Step 1 Check the homework exercises
Teacher may pick out some general difficult points from the students and have a thorough explanation.
1. consist of ＝ be made up of 由……組成 (沒(méi)有進(jìn)行時(shí)）
The UK consists of Great Britain and Northern Ireland.
＝Great Britain and Northern Ireland make up the UK.
The soup consists of tomatoes, meat and peas.
consist in = lie in 存在與；在于(無(wú)被動(dòng)形式)
The beauty of air travel consists in its speed and ease.
consist with: 一致
The report consists with facts.
2. 區(qū)別:
separate ... from (把聯(lián)合在一起或靠近的人或物分離出來(lái)）
divide...into 把…分開(kāi) （把整體分為若干部分）
The teacher divided the class into two groups.
The Taiwan Strait separates Taiwan from Fujian.
As we joined the big crowd, I got ______ from my friends.
A. separated B. spared C. lost D. missed
3. debate about sth.
They debate about the proposal for three days.
debate /argue/ quarrel
4. clarify: vt./vi. (cause sth. to )become clear or easier to understand 澄清；闡明;清楚；明了
I hope what I say will clarify the situation.
Can you clarify the question?
5. be linked to = be connected to /be joined to
6. refer to
1)提及，指的是……
When he said “some students”, do you think he was referring to us?
2) 參考；查閱；詢(xún)問(wèn)
If you don't understand a word you may refer to your dictionaries.
Please refer to the last page of the book for answers.
3) 關(guān)系到；關(guān)乎
What I have to say refers to all of you.
This rule refers to everyone.
It was foolish of him to _____ his notes during that important test, and as a result, he got punished.
A. stick to B. refer to C. keep to D. point to
reference: n. reference books
7. to one's surprise (prep)
“to one's + 名詞” 表 “令某人……”
常見(jiàn)的名詞有 “delight, disappointment, enjoyment, astonishment 等
To my horror, I discovered the goods were entirely unfit for sale.
To John's great relief, they reached the house at last.
8. break away (from sb / sth) 脫離；破除…
It is not easy for him to break away from bad habits.
The man broke away from his guards.
break down (會(huì)談)破裂，失��；(汽車(chē)等)出故障；(人的健康狀況)變得惡劣；（情感）失控
His car broke down on the way to work this morning.
His health broke down under the pressure of work.
He broke down and wept when he heard the news.
Talks between the two countries have completely broken down.
區(qū)別：break in 闖入；打岔 break off 中斷，折斷break into 闖入 break out 爆發(fā);發(fā)生
break up 驅(qū)散；分散，拆散
News reports say peace talks between the two countries _____ with no agreement reached.
A. have broken down B. have broken out C. have broken in D. have broken up
9. as well as 不僅…而且；既…又…
He is a teacher as well as a writer.
The children as well as their father were seen playing football in the street.
10. convenience: n.方便；便利
We bought this house for its convenience.
convenient: adj.
be convenient to sb.
Come and see me whenever ______.
A. you are convenient B. you will be convenient
C. it is convenient to you D. it will be convenient to you.
11. attraction:
1). 吸引；引力(不可數(shù) n.)
2). 吸引人的東西；喜聞樂(lè)見(jiàn)的東西；精彩節(jié)目(可數(shù) n.)
attraction of gravitation 重力
He can't resist the attraction of the sea on a hot day.
A big city offers many and varied attractions.
What are the principle attractions this evening?
attract: v. attractive: adj. unattractive: adj. attractively: adv.
12. influence
1) v. 對(duì)…產(chǎn)生影響
What influence you to choose a career in teaching?
2)可數(shù)n. 產(chǎn)生影響的人或事
He is one of the good influences in the school.
3) (不可數(shù)n.) 影響
A teacher has great influence over his pupils.
Step 2 Learning about language
Finish Ex. 1 on Page11 and Ex. 2 on Page 12
Step 3 Discovering useful structures
1. Ask students to find out the sentences with past participles used as object complement.
1) Now when people refer to England you find Wales included as well.
2) To their surprise, the three countries found themselves united peacefully instead of by war.
3) However, just as they were going to get Ireland connected to form the United Kingdom, the southern part of…
2. Ask students to read the examples and draw a conclusion and some general usages of past participle as object complements. Teacher gives necessary explanations and how to use past participles as object complements.
一、作賓語(yǔ)補(bǔ)足語(yǔ)的過(guò)去分詞與賓語(yǔ)之間的關(guān)系
1. 及物動(dòng)詞（短語(yǔ)）的過(guò)去分詞用作賓語(yǔ)補(bǔ)足語(yǔ)時(shí)，賓語(yǔ)即是過(guò)去分詞的邏輯賓語(yǔ)，賓語(yǔ)和過(guò)去分詞之間存在邏輯上的被動(dòng)關(guān)系。例如：I want the letter posted. 我想把這封信寄出去。
2. 少數(shù)不及物動(dòng)詞如 go, change, fall 等的過(guò)去分詞作賓語(yǔ)補(bǔ)足語(yǔ)時(shí)，僅表示動(dòng)作完成。因此，賓語(yǔ)與過(guò)去分詞之間不存在邏輯上的被動(dòng)關(guān)系。例如： She found her necklace gone on her way home. 在回家的路上，她發(fā)現(xiàn)項(xiàng)鏈不見(jiàn)了。
3. 動(dòng)詞 seat, hide, dress 等的過(guò)去分詞作賓語(yǔ)補(bǔ)足語(yǔ)一般表示狀語(yǔ)而不表示被動(dòng)的意義。因此，雖然賓語(yǔ)與它們存在邏輯上的主動(dòng)關(guān)系，但也只能用它們的過(guò)去分詞作賓語(yǔ)補(bǔ)足語(yǔ)。例如：When I came in, I found a strange girl seated in the corner. 我進(jìn)來(lái)時(shí)，發(fā)現(xiàn)一個(gè)陌生的女孩坐在角落里。
二、需用過(guò)去分詞作賓語(yǔ)補(bǔ)足語(yǔ)的情況
1. 表示“意欲；命令”的動(dòng)詞如 like, want, wish, order 等，可用過(guò)去分詞作賓語(yǔ)補(bǔ)足語(yǔ)。
The father wants his daughter taught the piano. 這位父親想讓女兒學(xué)鋼琴。
2. 感官動(dòng)詞 see, hear, notice, observe, watch, feel, find 等后，可用過(guò)去分詞作賓語(yǔ)補(bǔ)足語(yǔ)。
eg：I saw an old man knocked down by a car just now.剛才我看到一位老人被車(chē)撞倒了。
3. 使役動(dòng)詞 have, get, make, leave, keep 等后，可用過(guò)去分詞作賓語(yǔ)補(bǔ)足語(yǔ)。
Have you got your films developed? 你拿膠卷去沖洗了沒(méi)有？
4. “with ＋賓語(yǔ)＋過(guò)去分詞”結(jié)構(gòu)中，過(guò)去分詞用作介詞 with 的賓語(yǔ)補(bǔ)足語(yǔ)。這一結(jié)構(gòu)通常在句中作時(shí)間、方式、條件、原因等狀語(yǔ)。例如：
The murderer was brought in, with his hands tied behind his back.
兇手被帶進(jìn)來(lái)了，他的雙手被綁在背后。（表方式）
With water heated, we can see the steam. 水一被加熱，我們就會(huì)看到水蒸氣。（表?xiàng)l件）
With the matter settled, we all went home.事情得到解決，我們都回家了。（表原因）
注意：在這一結(jié)構(gòu)中，當(dāng)賓語(yǔ)為某一身體部位，且作賓補(bǔ)的動(dòng)詞是及物動(dòng)詞時(shí)，身體部位通常是過(guò)去分詞的邏輯賓語(yǔ)，因而過(guò)去分詞不可換用現(xiàn)在分詞。
She stood in front of him, with her eyes fixed on his face. 她站在他面前，眼睛注視著他（ fix one's eyes on 為固定短語(yǔ)，因此，不可將句中 fixed 換為 fixing ）
He stood for an instant with his hand still raised.他仍然舉著手站了一會(huì)兒。
當(dāng)用某些不及物動(dòng)詞的分詞形式作身體部位的賓補(bǔ)時(shí)，用現(xiàn)在分詞的形式。
She felt her heart beating fast.她覺(jué)得心跳很快。（beat 意為“心跳”，是不及物動(dòng)詞）
三、掌握“使役動(dòng)詞 have + 賓語(yǔ)＋過(guò)去分詞”的幾種含義
在“ have ＋賓語(yǔ)＋過(guò)去分詞”結(jié)構(gòu)中，過(guò)去分詞作賓語(yǔ)補(bǔ)足語(yǔ)，have 也可用 get 。這一結(jié)構(gòu)具有以下幾種含義：
1. 意為“主語(yǔ)請(qǐng)別人做某事”。例如：
He wants to have his eyes examined tomorrow.
他明天想去檢查眼睛。（“檢查”的動(dòng)作由醫(yī)生來(lái)進(jìn)行）
2. 意為“主語(yǔ)遭遇、遭受某一不愉快、不測(cè)的事情”。例如：
Be careful, or you'll have your hands hurt. 當(dāng)心，否則會(huì)弄傷手的。
3. 意為“使完成某事”，事情既可以是別人做完，也可以由主語(yǔ)參與完成。例如：
He had the walls painted this morning. 他今早把墻漆了。（主語(yǔ)自己可能參與）
四、區(qū)分過(guò)去分詞作賓語(yǔ)補(bǔ)足語(yǔ)與現(xiàn)在分詞作賓語(yǔ)補(bǔ)足語(yǔ)
一般說(shuō)來(lái)，過(guò)去分詞作賓語(yǔ)補(bǔ)足語(yǔ)時(shí)，賓語(yǔ)是動(dòng)作的承受者；現(xiàn)在分詞作賓語(yǔ)補(bǔ)足語(yǔ)時(shí)賓語(yǔ)是動(dòng)作的執(zhí)行者。試比較：
I found him lying on the grass just now. 我剛才發(fā)現(xiàn)他躺在草坪上。
I found him knocked down by a car. 我看到他被車(chē)撞了。
五、過(guò)去分詞與不定式，現(xiàn)在分詞作賓語(yǔ)補(bǔ)足語(yǔ)的區(qū)別
三者與賓語(yǔ)邏輯上都是主謂關(guān)系,但是過(guò)去分詞強(qiáng)調(diào)他們之間的被動(dòng)關(guān)系,不定式強(qiáng)調(diào)動(dòng)
發(fā)生的全過(guò)程,現(xiàn)在分詞強(qiáng)調(diào)它們之間的主動(dòng)關(guān)系.
I saw her come into the classroom.
I saw her coming into the classroom.
I saw her taken out of the classroom.
The missing boys were last seen near the river.
A. playing B. to be playing C. play D. to play
Step 4 Using structures（四人小組活動(dòng)競(jìng)賽）
Exercise 1 on Page 50.
1. Ask students to work in pairs of four.
2. Give them five minutes to finish the work and ask each group to choose the best answers. Let the leader of each group read the best sentences they have written.
3. Ask students to choose the best sentences.
Exercise 2 on Page 51.
1. Give them five minutes to finish the work.
2. Two in pairs exchange and talk about their answers.
3. Teacher gives the keys.
Step 5 Homework
Choose the best answers.
1. With trees, flowers and grass ______ everywhere, my native town had taken on a new look.
A. planting B. planted C. to plant D. to be planted
2. Is this the recorder you want______?
A. to have repaired B. to repair it C. to have it repaired D. it repaired
3. She was glad to see her child well ____________ care of.
A. take B. to be taken C. taken D. taking
4. He found them ______at a table chess.
A. sat; to play B. sitting; to play C. seated; playing D. seat; play the
5. I can make you _______ w hat I say, but you can't make yourself________ in English.
A. understand; understand B. understand; understood
C. to understand; understand D. understand; to be understood
6. John rushed out in a hurry, the door__________________ .
A. leaving; unlocked B. leaving; unlocking
C. left; unlocked D. to leave; unlocking
7. I have had my bike _________, and I'm going to have somebody______ my radio tomorrow.
A. repair; to repair B. repairing; to be repaired
C. repaired; repair D. to repair; repairing
8. ______________the room ,the nurse found the tape recorder_____________.
A. Entering; stealing B. Entering; gone
C. To have entered; being stolen D. Having entered; to be stolen
9. We are pleased to see the problem_____________ so quickly.
A. settled B. settling C. be settled D. having been settled
10. I have often heard the ABC Song________, but I have never heard Alice_________ it.
A. to be sung; to sing B. being sung; sang C. sung; sing D. sang; singing
11. -Good morning. Can I help you?
-I'd like to have this package_____________.
A. be weighed B. to be weighed C. to weigh D. weighed
12. Mrs. Brown was much disappointed to see the washing machine she had________ went wrong again.
A it B. it repaired C. repaired D. to be repaired
13. The murderer was brought in, with his hands ____________behind his back.
A. being tied B. having tied C. to be tied D. tied
14. With a lot of difficult problems________, the newly-elected president is having a hard time.
A. settled B. settling C. to settle D. being settled
(keys: BACCB，ACBAC，DCDC)
Period Five
Teaching Goals: To encourage the Ss to cooperate with others, to learn to collect useful information in various ways and to improve their spoken English.
To develop some writing skills.
Step 1 Presentation
Ask each study group to present what they have discovered about the United Kingdom.
Step 2 Writing
There is no doubt that the United Kingdom is beautiful with many natural and historical places of interest. How about your hometown? Some visitors have come to your hometown or home city for the first time. Please introduce a historical site or a cultural site to them. The following words and expressions may help you: smart, excellent, exciting, beautiful, famous, grand, special, unusual, outstanding, fantastic, stand, lie, remain, sound, appear
Step 3 Group work
讓學(xué)生相互交換所寫(xiě)的小文章，注意描述語(yǔ)言的準(zhǔn)確性和生動(dòng)性，選出本組最佳文章、好詞好句，然后老師收集、整理，進(jìn)行張貼，大家共享、共賞。