人教版选修七第一单元语法学案

选修七Unit 1语法：动词不定式动词不定式的基本形式是“不定式符号to+动词原形”，有时可以不带to。动词不定式没有人称和数的变化。在句中不能单独作谓语，但仍保留动词的特性，可以有自己的宾语、状语等。动词不定式同它的宾语和状语一起构成不定式短语。例如：to sell flowers in the street 在街上卖花 to speak in the classroom 在教室里讲话不定式省to有四种情况：1、使役动词let, make, have等后接不定式。例如：Let him go! The boss made the child labors work the whole night.2、would rather, had better后。例如：You had better stay at home.3、Why/Why not后。例如：Why not have a good rest on Sunday?4.感官动词see, watch, look at, hear, listen to, smell, feel, find，notice等后作宾语补足语，省to。例如：I saw him dance.注意：这些情况在被动语态中，不可省to.例如：The child labors were made to work the whole night.不定式的主要用法：1.不定式作主语，往往用it作形式主语，真正的主语不定式放至句子的后面。例如：Its so nice to hear your voice. 听到你的声音真高兴。Its necessary for you to lock the car when you do not use it. 不用车的时候，锁车是有必要的。 Its very kind of you to help us.他帮助我们，他真好。 It seemed selfish of him not to give them anything.他不给他们任何东西，这显得太自私了。但是，用不定式作主语的句子中还有一个不定式作表语时，不能用It is to的句型。另外，这样的句子，不能用动名词作表语。2.不定式作表语 不定式可放在be动词后面，形成表语。例如：My work is to clean the room every day. 我的工作是每天清扫房间。His dream is to be a doctor. 他的梦想是成为一名医生。3. 不定式作定语 不定式做定语通常要放在被修饰的词后，往往表示未发生的动作。例如：I have a lot of work to do.我有许多事要做。There was nothing to bring home that morning. 那天早上（他回家时）两手空空。 4. 不定式作状语 1）目的状语常用结构为to do , only to do（仅仅为了）, in order to do,so as to do,so（such） as to（如此以便）。例如：He ran so fast as to catch the first bus.他飞快地跑以便赶上第一班车。I come here only to say good-bye to you.我来仅仅是向你告别。2）作结果状语，可以表示没有预料到的或事与愿违的结果，不定式要放在句子后面。例如： I awoke to find my truck gone. 我醒来发现箱子不见了。He searched the room only to find nothing. 他搜索了房间，没发现什么。3） 表原因 例如：Im glad to see you. 见到你很高兴。She wept to see the sight. 她一看到这情形就哭了。4）表示理由和条件 例如：He must be a fool to say so.You will do well to speak more carefully. 5. 不定式作补语 1）有些有动词+宾语+不定式的结构。例如：adviseallowcausechallenge commandcompel drive 驱使enable encourageforbidforceimpel induce instructinvitelike/love order permit makelethave want get warn persuaderequestsend telltrain urge例如；Father will not allow us to play on the street. 父亲不让我们在街上玩耍。The officer ordered his men to fire. 长官命令士兵开火。注意：有些动词如make，have，get，want等可用不定式作做宾补，也可用分词作宾补。现在分词表达主动，也表达正在进行，过去分词表达被动。2) 有些有动词+宾语+不定式的结构，不定式的动词往往是be，不定式一般可以省去。例如：consider find believe think declare（声称）appoint guessfancy（设想）guess judge imagine know 例如：We believe him to be guilty. 我们相信他是有罪的。We know him to be a fool. 我们知道他是个笨蛋。（to be 不能省去）典型例题Charles Babbage is generally considered_ the first computer.A. to inventB. inventing C. to have invented D. having invented 答案：C. 一般没有consider+宾语+be以外不定式的结构，也没有consider+宾语+doing的结构，排除A、B、D。consider用动词be以外的不定式作宾补时，一般要求用不定式的完成式，故选C。3) 有些动词可以跟there +to be的结构。例如：believe expectintendlike love mean prefer want wish understand 例如：We didnt expect there to be so many people there. 我们没料到会有那么多人在那里。 You wouldnt want there to be another war. 你不至于想让另外一场战争发生吧。6. Its for sb.和 Its of sb.这样的句子中，由于表语形容词性质的不同，导致了不定式逻辑主语标志用for或of的区别。 1）for sb. 句型中的形容词一般为表示事物的特征特点，表示客观形式的形容词，如easy, hard, difficult, interesting, impossible等：例如：Its very hard for him to study two languages. 对他来说学两门外语是很难的。 2）of sb句型中的形容词一般为表示性格，品德，心智能力，表示主观感情或态度的形容词，如good, kind, nice, clever, foolish, right。例如：Its very nice of you to help me. 你来帮助我，你真是太好了。用for还是用of 的另一种辨别方法：用介词for或of后面的逻辑主语作句子的主语，用介词前边的形容词作表语，造个句子。如果通顺用of，不通则用for。例如： You are nice.（通顺，所以应用of）。 He is hard. （非所表达的意思，不通，因此用for。）7.做独立成分。常用的这类短语有：to be frank(坦白地说), to begin with(首先)等 例如：To be frank, I dont agree with you.8. 动词不定式的主动形式表被动意义 1) 动词不定式作定语与被修饰词之间构成逻辑上的动宾关系，同时与主语构成逻辑上的主谓关系，动词不定式应用主动形式表被动意义。例如：He has a lot of questions to ask.他有很多问题要问 2) 在”be+性质形容词+不定式”,此时不定式用主动表被动。常见此类形容词：easy, hard, difficult, interesting, heavy, pleasant, good, fit, comfortable, impossible等 例如：The water is not fit to drink.这水不适合饮用。 The sentence is hard to understand.这句子很难理解。3) 在”with+宾语+动词不定式”结构中，若动词不定式与宾语之间为逻辑上的动宾关系，动词不定式一般用主动形式表被动意义。 例如：With a lot of homework to do, I have to stay at home all day.由于很多作业要做，我不得不整天待在家里。9.动词不定式的否定式在不定式标志to前加上not。例如： Tell him not to shut the window。让他别关窗。 She pretended not to see me when I passed by. 我走过的时候，她假装没看见。10.带疑问词的不定式短语动词不定式前面可以带疑问代词what, which, who或疑问副词how, when, where, why等。这种结构起名词的作用，在句子里用作宾语、主语、表语等，或者单独使用。要注意的是，why后面的不定式不带to。例如：I dont know what to try next. （作宾语）Where to go is not decided yet.（作主语）注意：单独使用时相当于一个特殊疑问句。What to do next?(=What will we / you do next?)Why go there?(=Why do we / you go there?)11.不定式的时态和语态 不定式主动被动一般式to doto be done进行式to be doing-完成式to have doneto have been done完成进行式to have been doing-1）一般式表示的动词，有时与谓语动词表示的动作同时发生，有时发生在谓语动词的动作之后，例如 He seems to know this. 他似乎知道这事。 I hope to see you again. = I hope that Ill see you again.我希望再见到你。2）完成式表示的动作发生在谓语动词表示的动作之前。例如： Im sorry to have given you so much trouble. 很抱歉，给你添了那么多的麻烦。 He seems to have caught a cold. 他好像已经得了感冒。3）进行式表示动作正在进行，与谓语动词表示的动作同时发生。例如： He seems to be eating something. 他好像正在吃什么东西。4）完成进行式表示动作从过去开始并延续至说话的时候。例如： She is known to have been working on the problem for many years. 我们知道她研究这问题有好几年了。语文课本中的文章都是精选的比较优秀的文章,还有不少名家名篇。如果有选择循序渐进地让学生背诵一些优秀篇目、精彩段落,对提高学生的水平会大有裨益。现在,不少语文教师在分析课文时,把文章解体的支离破碎,总在文章的技巧方面下功夫。结果教师费劲,学生头疼。分析完之后,学生收效甚微,没过几天便忘的一干二净。造成这种事倍功半的尴尬局面的关键就是对文章读的不熟。常言道“书读百遍,其义自见”,如果有目的、有计划地引导学生反复阅读课文,或细读、默读、跳读,或听读、范读、轮读、分角色朗读,学生便可以在读中自然领悟文章的思想内容和写作技巧,可以在读中自然加强语感,增强语言的感受力。久而久之,这种思想内容、写作技巧和语感就会自然渗透到学生的语言意识之中,就会在写作中自觉不自觉地加以运用、创造和发展。练习、单选选择1. My teacher was made _ his teaching because of poor health.A. giving up B. to give up C. give up D. given up2. The sentence wants _ once more.A. explained B. to explain C. being explained D. explaining3. The Arctic is considered _ the northern part of the Atlantic.A. having been B. to have been C. to be D. being4.The light in the office is still on. - Oh, I forgot _.A. turning it off B. turn it off C. to turn it off D. having turned it off5. We find it impossible for us _ the work ahead of time.A. to be finished B. finishing C. being finished D. to finish6.-I usually go to Shanghai by train. -Why not _ there by boat for a change?A. to try to go B. try going C. to try going D. try to go 7._ a living, she had to work from morning till night.A. To make B. Made C. Making D. To have made8. I would rather starve to death than _ for food.A. beg B. begging C. begged D. to beg9. The boy pretended _ when his teacher entered.A. reading B. to read C. to be reading D. being read10. The boy wanted to ride his bicycle in the street, but his mother told him _.A. not to B. not to do C. not do it D. do not to二、用所给的动词的适当形式填空。1. I cant stand _ (work) with Jane in the same office, she just refuses _ (stop) talking while she works.2. After he became conscious, he remember _ (attack) and _ (hit) on the head with a rod.3. It took a long time for the connection between body temperature and illness _ (make).4. _ (make) this cake, youll need 2 eggs, 175g sugar and 175g flour.5. AID is said_ (be) the biggest health challenge to both men and women in that area over the past few years.6. Mr Green stood up in defense of the 16-year-old boy, saying that he was not the one _ (blame).7. He hurried to the booking office only _ (tell) that all the tickets had been sold out.这个工作可让学生分组负责收集整理,登在小黑板上,每周一换。要求学生抽空抄录并且阅读成诵。其目的在于扩大学生的知识面,引导学生关注社会,热爱生活,所以内容要尽量广泛一些,可以分为人生、价值、理想、学习、成长、责任、友谊、爱心、探索、环保等多方面。如此下去,除假期外,一年便可以积累40多则材料。如果学生的脑海里有了众多的鲜活生动的材料,写起文章来还用乱翻参考书吗?8. It remains _(see) whether Jimll be fit enough to play in the finals hold.唐宋或更早之前，针对“经学”“律学”“算学”和“书学”各科目，其相应传授者称为“博士”，这与当今“博士”含义已经相去甚远。而对那些特别讲授“武事”或讲解“经籍”者，又称“讲师”。“教授”和“助教”均原为学官称谓。前者始于宋，乃“宗学”“律学”“医学”“武学”等科目的讲授者；而后者则于西晋武帝时代即已设立了，主要协助国子、博士培养生徒。“助教”在古代不仅要作入流的学问，其教书育人的职责也十分明晰。唐代国子学、太学等所设之“助教”一席，也是当朝打眼的学官。至明清两代，只设国子监（国子学）一科的“助教”，其身价不谓显赫，也称得上朝廷要员。至此，无论是“博士”“讲师”，还是“教授”“助教”，其今日教师应具有的基本概念都具有了。9. The Chinese are proud of the 29th Olympic Games _ (hold) in Beijing in 2019.唐宋或更早之前，针对“经学”“律学”“算学”和“书学”各科目，其相应传授者称为“博士”，这与当今“博士”含义已经相去甚远。而对那些特别讲授“武事”或讲解“经籍”者，又称“讲师”。“教授”和“助教”均原为学官称谓。前者始于宋，乃“宗学”“律学”“医学”“武学”等科目的讲授者；而后者则于西晋武帝时代即已设立了，主要协助国子、博士培养生徒。“助教”在古代不仅要作入流的学问，其教书育人的职责也十分明晰。唐代国子学、太学等所设之“助教”一席，也是当朝打眼的学