人教版必修五英语unit3 Grammar 导学案

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人教高中必修五Unit3reading及languagepoint导学案

Unit 3 Life in the future一、学习目标1. To illustrate Ss’ imagination of future life.2 To arouse Ss to pay more attention to the problems that probably appear in the future life.3. To make Ss know the difference of life between the past, present and future.4. To grasp the key sentence patterns, some useful words and expressions in this passage.二、重点难点重点：To learn different reading skills such as guessing, key sentences, skimming and so on.难点：To learn different reading skills for different reading purposes, to understand the long and difficult sentences and to grasp the key sentence patterns, some useful words and expressions in this passage三、使用说明及学法指导1.学生课前用10分钟左右预习课文，完成自学提纲的阅读理解题。

2.学生在课堂上大约用25分完成课堂自主及合作学习，然后讨论、订正和展示、讲评。

四、课前自学提纲（大约用10分钟个人预习完成，课堂上小组讨论订正）课前预习练习：阅读课文，从每题所给的四个选项中选出最佳答案，并将答案写在题号前。

1.What kind of prize did Li Qiang win last year?A. The prize was to make a trip into the year AD 3008.B. The prize was a hovering carriage.C. The prize was to visit a space station.D. The text doesn’t mention it.2. If you suffered from “time lag”, what would happen?A. You would forget what time it was.B. You would forget where you were.C. You would remember the “jet lag” you get from flying.D. You would keep getting flashbacks from your previous time period.because ________.3. Li Qiang’s head achedA. he was hit by a lack of fresh airB. he caught a bad coldC. he suffered from “time lag”D. he was very exhausted4.It is obvious that Li Qiang wrote this e-mail to his parents________.A. before traveling into the year AD 3008B. during the journey to the year AD 3008C. when he won the prize last yearD. after flying into the year AD 30085.What did Li Qiang notice first when he arrived in AD 3008?.A. Hovering carriages flying all around.B. A strong-looking house.C. The thin air he couldn’t tolerate.D. A large room with soft lighting.五、课堂自主及合作学习（大约用25分钟小组自主或合作学习后，进行展示）Task 1：Warming upWith a partner, discuss and finish the table on Page 17 in the textbook.Task 2：Pre-reading（Discuss the following questions with you group members and share your ideas in class.）1.Can you tell what problems people are facing today?2. Which problems do you think will have overcome in one thousand years? Which ones do you think will stillexist in AD 3008? Give your reasons.Task 3：Fast-reading (Read the reading section and answer the question.)( ) 1. This passage mainly tells us ________.A. an adventurous journeyB. What life is like in AD 3008C. what is “Future Tours”D. Li Qiang’s opinion on the futureTask 4：Careful-readingI. Read the text and then do True (T) or False (F).(1) Li Qiang was sent to experience the life of AD 3008. ( )(2) The life of the future was comfortable and the flight journey to the future was dangerous. ( )(3) It was difficult for Li Qiang to learn to use the hovering carriage. ( )(4) Li Qiang had been transported into the future of his hometown. ( )(5) In the future, everything is prepared by magic. ( )II. Read the text carefully and then fill in the blanks according to the text.In _______ _______ _________ The seats were ______________ and we slept after a calming drink.The capsule began swinging gently sideways as we lay_______ _______ _______In the hovering carriage It is driven by .By bending or down in our seat, we can move swiftly.I lost sight of Wang Ping when we reached what looked like a large market because of too many carriages flying by _______ _______ _________.At a strange-looking house Wang Ping showed me into a large, bright clean room whose wall _______ _______ _________ is green.A table and some chairs rose from _______ _______ _________ when Wang Ping flashed a switch on a computer screen.After _______ _______ _________ and hot bath, I slid into bed and fell fast asleep.Task 5：Post-readingComplete the following passage according to the text.I have to remind myself _____________ that I am _____________ up this prize and I’m really in the year of AD 3008. I suffered from “time lag” that I kept getting flashbacks from_____________ time period. We climbedin the capsule through a small _____________. It was very comfortable. A few minutes later, the journey was completed and we had arrived. At first the _____________were hard to _____________. Because of the_____________ of the fresh air, I’d got a headache. So I put on a mask. Then I followed Wang Ping to collect a hovering carriage driven by computer. These carriages float above the ground and by _____________ down in theseat, we can move swiftly. Wang Ping showed me how to use it, but I lost _____________ of him when we reached a place where many carriages flew by in all directions. Later we arrived at a strange-looking house whichhad a green wall made of trees. A table and some chairs could rise from under the floor by flashing a ___________on a computer screen. I was exhausted that night and fell asleep quickly.六、知识梳理（大约用30分钟完成长难句理解、重点句型和词汇学习后，进行展示）(一)语言点梳理1. take up拿起；开始从事；接受（建议或能得到的东西）；占(时间、空间、注意力等)；继续2. remind sb. to do sth.提醒某人做某事；remind sb. about/of sth. 使某人想起或意识到……；提醒某人某事remind sb.＋(that)/wh-从句提醒某人……；使某人想起……；3. be similar to与……相似；be the same as与……相同；be different from与……不同4. suffer from 遭受……5. be back on one's feet（困境后）恢复；完全恢复6. sweep up打扫，横扫；涌向；快速地抱起7. lose sight of 看不见, 忘记, 失去其反义词组:catch sight of sth /sb 看见某人/物8. fell fast asleep 酣睡。

高二英语必修五_Unit3Grammar公开课学案

Unit3Grammar公开课学案Guided Learning PlanBook5Unit3GrammarThe Past Participle as the AdverbialI Lead in1. Guessing game: Find something to match the riddles（猜谜）① W hen heated, I’ll turn into gas, what am I?②If taken half, I will leave nothing, what number am I?③Made of gold, I often live on the woman's finger, what am I?2.What can you find?① When heated（过去分词）, water (主语) turns into gas.② If taken half, 8 will leave nothing.③ Made of gold, rings often live on the woman's finger.句子主语和这些过去分词的关系？（主动/被动）ⅡPresentationTask1 1. Can you find the following passive sentences in the reading passage?①（worry about）the journey, I was unsettled for the first few days.②(hit ) by a lack of fresh air，my head ached.③(exhaust) , I slid into bed and fell fast asleep.2. Fill in the blanks.①(see) from space, the earth looks like a big blue ball.②(move) by the film, he started crying.③(heat), water changes into steam.④(defeat) again, he didn’t lose heart.⑤ The professor went into the study, (follow) by his wife.3. Join the conjunction of the proper adverbial clause.① Worried about the journey, I was unsettled for the first few days.② Seen from space, the earth looks like a big blue ball.③ Heated, water changes into steam.④Defeated again, he didn’t lose heart.⑤ The professor went into the study, followed by his wife.Summary1：过去分词作状语，可以表示_______ 、_______ 、_____ __ 、_______ 、______________ 等，主句的主语与过去分词构成了逻辑上的______ 关系，表示动作已。

必修5unit3导学案

必修五Unit 3 Warming up & Reading 1导学案学习目标：1．预测未来生活各个方面与现在生活的不同之处；2．通过本文，设想未来世界的样子；3．增加词汇量，掌握一些重点词汇的用法；学习过程：1.发挥想像力，从以下方面想一想1000年以后与当今世界相比会有哪些不同。

1．transport(交通) 4. work(工作) 7. finance & currency(金融与货币) 2．languages(语言) 5. environment(环境) 8. education(教育)3．houses(住房) 6. communication(人际交流)2.根据课文内容填空。

1．I have to remind myself__________(不断地) that I am really in AD 3008.2. It seems you keep getting flashbacks from your __________ (以前的) time period.3. The capsule began swing gently __________ (向一边地) as we lay relaxed and dreaming.4. At first my new _______________ (环境) were difficult to __________ (忍受).5. Hit by a ________ (缺乏) of fresh air, my head ached. Just as I tried to make the necessary ___________ (调整) to this new situation, Wang Ping appeared.6. Wang Ping ________ (系上) my ____________ (安全带) and showed me how to use it.7. However, I ______________ (看不见) Wang Ping when we reached what looked like a large market because of too many carriages flying by in all directions.8. Exhausted, I ____________ (溜进……) bed and fell fast asleep.三、Think about following questions before reading the passage.1.If you have a time travel to the world in 1000 years, how can you get there?2.What will you see?3.What problems will you face?4.How to solve these problems?Book 5 Unit 3 Language points导学案学习目标掌握本单元课文中出现的重点词汇、短语和句型。

人教版必修5英语Unit3Grammar公开课教学设计

Unit3Grammar公开课教学设计（一）Teaching planBook 5 Unit 3 GrammarThe Past Participle as the AdverbialPeng Pai Middle School，Li LihuaI . The analysis of teaching materialThe topic of this unit is life in the future. This teaching period mainly deals with the grammar : The Past Participle as the Adverbial. Students learn to teach themselves and help each other draw conclusions and find out rules while learning. And let students to do some exercises to consolidate it.Ⅱ . The analysis of the studentsStudents often feel this item abstract and difficult, so it is necessary to make the lesson interesting and easy to accept and understand. For example, I guide the students to do a guessing game, make up a story and retell and so on.III. Teaching Goals:1. Knowledge goals and ability goals:a. Enable students to learn how to use the past participle as the adverbial correctly.b. Master the difference between the present participle and the past participle.2. Emotional goals:a. Get students to become interested in the grammar learning.b. Enjoy the competition and cooperation.IV. Teaching important points and difficult points:Get students to learn and consolidate how to use the past participle as the adverbial correctly.V. Teaching methodsIndividual, group work and discussionVI. Teaching aidsA multi-media computerVⅡ. Teaching proceduresStep1. GreetingsStep2. Lead inA guessing gamePurpose:1.To lead students to the topic: the past participle.2. To make the lesson interesting and easy to accept and understand.3. Find: The relationship between the subject and the past participle is passive.Step3. PresentationTask11. Find the following passive sentences in the reading passage.2. Fill in the blanks.3. Join the conjunction of the proper adverbial clause.Summary1：过去分词作状语，可以表示时间、原因、条件、让步、伴随或方式等，主句的主语与过去分词构成了逻辑上的被动关系，表示动作已完成。

人教版必修5unit3导学案

高二英语必修5 unit3 Life in the future 导学案编号050301 内容Reading and Comprehending 周次第4周主编袁芳妮审核审批课时 1姓名班和组组评师评学习目标1.To summarize and remember the main idea of the passage.2.To learn some useful words ,expressions and patterns in the passage.学习重点Try to get a better understanding of the text by reading学习难点How to improve students' reading skills学法指导First ,skimming to identify the main idea of the text.Pay attention to the title and the picture.Second ,try to get the main idea of each paragraph .Last of all,try to finish the assigned tasks on your own.1.自学：20分钟课前自学课本P-17，18页课文，独立完成学案题目，并上交。

1）先快读课文一遍，整体把握文章的大意。

2）再快读课文一遍，而后把握文章的段落大意。

3）再精读课文一遍，完成其余练习。

2.A层完成以下内容后，背诵自学成果。

B层可结合课本P-81--82句子分析来理解课文。

C层要理解文章大意。

学习过程自主学习I.Remember the following words ans phrases:1.________n.印象；感想；印记___________v.使留下深刻的印象_________adj.令人印象深刻的2._________adj.时常发生的，连续不断的adv.___________不断的3.___________adj.在前的，早先的___________adv.早先，之前4.___________adj.不确切的，无把握的____________ （反义词）5.____________adj.周围的____________n.周围的事物；环境6.___________n.调整，调节___________v.调整，适应7.__________v.按，压；逼迫__________n.压力8.___________n.乐观（主义）的___________（反义词）9.________拿起；接受；开始；继续10．________________ (困境后)恢复；完全复原11．____________看不见……12．_________打扫；横扫13．________ (快捷而悄声地)移动；溜进……14．________________ 加速15．________________ 结果16．________________ 与……相似17．________________ 向四面八方18._______________ 带领某人参观……合作探究Task 1 The main idea of the whole passage.The text is mainly about Li Qiang’s trip to the _______ and his first__________ of it.Task 2 Put the statements into correct order. (选出段落大意)1:______ 2:______ 3:______4:______A. Staying in Wang Ping's homeB. My impression of life one thousand year into the futureC. How I came to take a time travel journey.D. The journeyTask 3.Read the passage,and choose the best answer.1.what kind of prize did Li Qiang win last year?A.The prize was to make a trip into the year AD3008B.The prize was a hovering carriageC.The prize was to visit a space station.D.The text doesn't mention it.高二英语必修5 unit3 Life in the future 导学案2.Li Qiang head ached because ______.A.he was hit by a lack of fresh air.B.he caught a bad cold.C.he suffered from "time lag"D.he was very exhausted.3.It is obvious that Li Qiang wrote this E-mail to his parents_____A.before traveling into the year AD3008B.during the journey to the year AD3008C.When he won the prize last year.D.After flying into the yearAD30084.The author and his friend were safely transported into the future in a _____.A.time capsuleB.hovering carriageC.spacecraftD.Plane5.Which of the following is the RIGHT order according to the text ?a.Li Qiang's guide, Wang Ping, gave him some green tablets.b.Ling Qiang lost sight of Wang Ping when they reached what looked like a large market.c.Li Qiang was unsettled for the first few days because he was worried about the journey.d.Li Qiang slid into bed and fell fast asleep.e.Wang Ping showed Li Qiang into a large bright,clean room.Post--reading （课堂限时完成！小组PK）I have to remind myself1.___________ that I am 2._________ up this prize and I am really in the year of AD3008. I suffered from “time lag” that I kept getting flashbacks from 3.____________time period. We climbed in the capsule课堂检测through a small 4.__________. It was comfortable. A few minutes later, the journey was completed and we had arrived. At first the 5.__________ were hard to 6.__________. Because of the7. ______ of fresh air, I’d got a headache. So I put on a mask. Then I followed Wang Ping to collect a hovering carriage driven by computer. These carriage float above the ground and by 8._________down in the seat, we can move swiftly. Wang Ping showed me how to use it, but I lost9.______ of him soon. Later we arrived at a strange-looking house which had agreen wall made of trees. Table and chairs could rise from the floor by flashing a10.________on a computer screen. I was exhausted that night and fell asleepquickly.课后作业1.Finish the exercise4 on page 19.2.Read the text aloud.课后反思本节课的收获存在的问题高二英语必修5 unit3 Life in the future 导学案编号050302 内容Language points 周次第4周主编袁芳妮审核审批课时 2姓名班和组组评师评学习目标认识本单元的重点单词及短语，并熟练掌握其用法。

人教版高中英语必修五第三单元导学案

英语组高二英语导学案人教版必修5N0：-2Unit 3 Life in the future教学目标：1.predict the good and bad changes in the future.2. Improve the students reading ability.教学重点：words：expect, mud ,constantly, remind, unsettled, lack, Ache, bend, compare Phrases: in the last+时间段，on the earth, take up, in no time, persuade sb. to do sth.Structures:过去分词做状语教学难点：区别未来生活与现实生活的不同点。

教学方法：1.fast and careful reading.2.asking and answering question activity.3.pair work and group work.一、Phrases :take up: take for:Take away: take bake:Take over: take in:Take out: Take down:Remind…of…make…think of…Be similar to be the same as:Be different from: be opposite toBy+v.-ing :Catch sight of:Link…with…Be linked to: be connected with/to:Have sth to do with:二、随堂训练：1、please take the piano out, it too much room.a. picks upb. makes upc. takes upd. takes on2. though money, his parents managed to send him to school.a. lackedb. lacking ofc. lackingd. lacked in3. I have an ache my stomacha. inb. onc. withd. to4. everybody in the village likes Jack because he is good at telling and jokes.a. turning upb. putting upc. making upd. showing up.5.allow children to voice their opinions, they are different from your own.A. until b. even if c. unless d. as though三、语法知识归纳：A．过去分词做状语时，修饰主语的谓语动词，意义上相当状语从句，表示时间，条件，原因，伴随，让步等。

高中英语人教版必修5unit3LifeinthefutureGrammar教案(系列三)

Unit 3 Life in the FutureGrammar1.教材分析（the analysis of teaching material）In the reading part, the Ss have learned something about the life in the future between which there are some sentences using The Past Participle as the Adverbial and Attribute. This teaching period mainly deals with the grammar: The Past Participle as the Adverbial and Attribute.2.学情分析（the analysis of the students）Students often feel this item abstract and difficult, so it is necessary to make the lesson interesting and connect with it with their daily life in order to let it easy to accept and understand.3.教学目标(Teaching aims)知识目标(Knowledge aims)Enable students to learn how to use the past participle as the adverbial and attribute correctly.能力目标(Ability aims)Enable students to use the past participle as the adverbial and attribute correctly and properly according to the context.情感目标( Emotional aims)a. Get students to bee interested in the grammar learning.b. Dev elop students’ sense of group cooperation.4.教学重点和难点（teaching important points and difficult points）a. Get students to learn how to use the past participle as the adverbial and attribute correctly.b. Enable students to learn how to use the past participle as the adverbial and attribute correctly and properly.教学过程(Teaching procedures)Step I: Leadin1. Check the homework exercisesStep 2: Discovering useful structures1. Ask students to turn back to Page 17 and read through the passage First Impressions to pick out the sentences where the past participles are used as the adverbial and attribute and underline.2. Let students work in pairs to translate these sentences and try to understand the use of the past participles. Suggested answers:1). Worried about the journey, I was unsettled for the first few days. (Adverbial)2). Wellknown for their expertise, his parents’ pany, called “Future Tour”, transported me safely into the future ina time capsule. (Adverbial, attribute)3).The capsule began swinging gently sideways as we lay relaxed and dreaming. (Adverbial)4). Hit by a lack of fresh air, my head ached. (Adverbial)5). Exhausted, I slid into bed and fell fast asleep. (Adverbial)Step 3 Understanding and summarizinga. 过去分词短语做状语可以表示时间，原因，条件，让步，方式或伴随等，它的逻辑主语通常是句子的主语，过去分词与主语之间是动宾关系，即被动关系。

2016级高二必修5 unit3 grammar导学案

Book 5 unit 3 Grammar (1)Revision1. I like reading the novels ______ (write) by Zhang Ailing.2. There is something wrong with my car and I have to get it _______ (repair).3. I want the doors of my new house ______ (paint) white.4 . There was a ________ (surprise) look on his face.5. He was ______ (excite) at the good news.6. The story was so ______ (move) that he was ______ (move) to tears.总结：过去分词：过去分词是非谓语动词的一种形式,表示完成和被动的动作。

它在句子中可以充当_______,______, ___________,_______等成分。

拓展：过去分词作状语的用法过去分词作状语: 过去分词作状语修饰谓语动词，可以表示_____、____、____、_____、________或________等，在意义上相当于状语从句。

Step2 Lead- in about the new grammar.Find out sentences using V-pp as the adverbial in the text.1.Worried about the journey, I was unsettled for the first few days.________ ________ ________ worried about the journey, I was unsettled…2.Well-known for their expertise, his parents’company, called “Future Tours”, transported mesafely into the future in a time capsule._______ ________ ________ ________ ________ well-known for…3. Hit by the lack of fresh air, my head ached.________ ________ ________ hit by the lack of fresh air, my head ached.4.Exhausted, I slid into bed and fell fast asleep.________ ________ ________ exhausted, I slid into bed and ...Step3 Learning about the grammar- the P.P. used as adverbial.1.过去分词作时间状语(1). Seen under a microscope, a fresh snowflake has a delicate （精美的）shape. ________ _______ ______ seen under a microscope, a fresh snowflake（雪花）hasa delicate shape.(2).Seen from the top of the hill, the city looks like a big garden._______ ________ ________ seen from the top of the hill, the city looks…2. 表示原因(1) Exhausted, the children fell asleep at once.=________ ________ ________ exhausted, the children fell…(2) Caught in a heavy rain, he was wet to the skin.=________ ________ ________caught in a heavy rain, he was…3. 表示条件(1) Heated, water changes into steam.=________ ________ ________ heated, water changes into steam.(2) Given another chance, he will do better.=________ ________ ________ given another chance, he will do better.4. 表示让步(1) .Laughed at by many people, he continued his study.= ________ ________ ________ laughed at by many people, he continued his study.(2). Badly wounded, he continued to fight.= ________ ________ ________ badly wounded, he continued to fight.5. 表示方式或伴随过去分词作方式状语或伴随状语时，相当于一个并列分句，没有相应的从句可替换.(1). The old man entered the meeting room, supported by a young fellow.=The old man entered the meeting room ________ ________ supported by a young fellow.(2). The film star appeared, surrounded by a group of fans.=The film star appeared ________ ________ surrounded by a group of fans. Practice:用括号内所给动词的适当形式填空。

高中必修五Unit3导学案

一、学习目标1.掌握并能使用本单元的重点单词。

2.掌握并能使用本单元的重点词组。

3.能正确区分本单元的同意或近义单词与词组的用法。

二、重点难点重点：掌握并能使用本单元的重点单词、词组。

难点：能区分本单元的同意或近义单词与词组的用法。

三、使用说明及学法指导1.学生课前熟读并记忆本单元单词和词组。

2.学生在规定的时间之内自主学习并完成相关练习，之后小组讨论、展示、质疑及点评。

四、自学提纲（大约用20分钟个人预习完成后，小组讨论订正）1.小组组长主动带读单词和短语。

2.重点单词、词组1）impression n. ___________________常用结构：have an impression of sth.／doing sth. 对(做)某事有印象get a good / bad impression of sb. / sth. 对某人/ 某事的印象好/ 不好make / have / leave a(n) … impression on sb. 给某人留下……的印象make no impression on 对……无影响／效果典型例子：①Your performance gave me a strong ______________.你的表演给我留下了很深的印象。

②What I said him. 我的话对他不起作用联想拓展：impress v.给……留下深刻的印象；使铭记；使感动impress sb. with sth .给……留下深刻的印象impress sth. on/ upon sb .使某人铭记某事be impressed with / by / at…被……所感动; 对……印象深刻impressive adj. 给人印象深刻的典型例子：①The parents tried t o______________ the importance of being honest the child.父母试图让孩子铭记诚实的重要性。

人教版高中英语必修5 Unit3 Grammar 优秀学案

Unit3 Grammar 优教学案学习目标1. To master the basic usages of the Past Participle as the adverbial and attribute.2. To learn to use the Past Participle as the adverbial and attribute in the real situation through self-study and practice.3. To be interested in English study and enjoy the beauty of English.学习过程过去分词是非谓语动词的一种形式, 表示完成和被动的动作。

它在句子中可以充当状语、定语等成分。

Step 1:过去分词作状语1. When heated, ice will be changed into water. (过去分词作状语)2. Done in a hurry, his homework was full of mistakes. (过去分词作状语)3. Given more attention, the cabbages could have grown better. (过去分词作状语)4. The hunter left his house, followed by his dog. (过去分词作状语)【辨析】过去分词与现在分词作状语过去分词表、, 与主句主语之间是被动关系;现在分词表、, 与主句主语之间是主动关系。

如果一个被动的动作发生在谓语动词之前, 则可使用现在分词的完成被动式或过去分词。

Following the old man, we went upstairs. 跟着那个老人, 我们上楼了。

Followed by the old man, we went upstairs. 被那个老人跟着, 我们上楼了。

高中英语Unit3Grammarandusage(2)教案新人教版必修5

江苏省新沂市第二中学高中英语《Unit 3 Grammar and usage(2)》教案新人教版必修5教学方针Enlarge students’ to learn something about V-ed form Let them know the functio ns of V-ed form重点Enlarge students’ to learn something aboutV-ed form难点Let them know thefunctions of V-edfo rm 教法及教具Talking , Practicing教学过程教学内容个案调整教师主导活动学生主体活动NOTE:过去分词的逻辑主语必需和句子的主语保持一致.The differences between verb-ed forms and the verb-ing forms:(1)作状语：分词的逻辑主语和句子的主语保持一致的情况下，如果分词和句子的主语之间在逻辑上是被动关系，用过去分词，否则用现在分词。

分词短语也可以有本身的逻辑主语，这种结构称为独立主格结构。

分词作状语可以相当于一个状语从句。

现在分词的被动式，习惯上不作伴随状语。

注意比力下面的句子：1)Seen from the space, the earth looks blue.= When it is seen from space, the earth looks blue.2)Kept in refrigerator, these vegetables will remain fresh.= If they are kept in refrigerator, these vegetables will remainfresh.3)Walking in the street, I came across an old friend.= When I was walking in the street, I came across an old friend.After his journey from abroad, Richard Jones returned home, beingexhausted. (误)After his journey from abroad, Richard Jones returned home, exhausted.（正）Her grandfather being ill, she had to stay at home looking after him(2) 作表语：一般来说，暗示心理状态的动词如excite， interest等都是及物动词，汉语意思不是“激动”，“愉快”，而是“使激动”、“使愉快”，因而现在分词应该是“令人激动的”、“令人愉快的”，过去分词则是“感应激动的”和“感应愉快的”。

《导学案》高中英语(人教版必修3)教师用书：Unit5Period3Grammar讲义.doc

Period 3 Grammar学习自主化•目标明•化*课程学习目标1. 通过对构词法的学习，扩大学生的词汇量，并培养学生的词汇生成能力。

2•识记、理解并能正确运用同位语从句。

过程学导化•导学规范化课程导学建议1•通过对教材P36-37的阅读，掌握构词法和同位语从句的基本用法。

2•学会根据句子的真实情境来学习同位语从句。

知识系统化•系统形象化知识体系梳理重点短语 1・负责;掌管 2. 有......的面积重点语法同位语从句□自我核对口重点短语：1 .in charge of 2.havc an area of知识何超化•问越层次化基础学习交流品句填空l.Shc likes to c ________ with grandma over the phone ・2. ___________________________________ H e went to Australia in the 1980s and s down there.3. What she saw t ______ her and she had bad dreams every night after that.4. The man that survived the earthquake was s ______ better yesterday.5. Thcrc arc seven c ______ in the world, of which Asia is the largest.6. Thc ______ （距离）between the two villages is two kilometers.7.She gives the ________ （印象）of being older than she really is.S.The man has _______ （宽阔的）shoulders and looks handsome ・9.ID11 go ______ （市区）tomorrow. Do you want to go with me?lO.They arrived in New York at _______ （黎明）the next day.【答案】l.chat 2.settled 3.terrified 4.slightlyS.continents 6.distance 7.impression 8,broad知识记忆与理解预学区•不看不讲9.downtown 10.dawn採丸篥略化•策略个牲化靈点语法探究同位语从句仔细观察下列句子，并注意画线部分的用法。

高二英语必修五_Unit3_Grammar_优教教学设计

Unit3 Grammar 优教教学设计设计意图This is the last period of this unit, aiming to help students get a basic knowledge of the grammar in this unit. The emphasis of this period is mainly placed on the understanding and usage of the grammar. Therefore, the teacher should create a relatively real context to present enough sentences for students to draw a conclusion about the rule of the Past Participle as the adverbial and attribute. In the meantime the teacher should offer more opportunities to students to practice. Exercises designed ought to be simple and easy to operate, which should be connected with their daily life to make exercises easy to understand.教学目标1. Students master the basic usages of the Past Participle as the adverbial and attribute.2. Students learn to use the Past Participle as the adverbial and attribute in the real situation through self-study and practice.3. Get students to be interested in English study and enjoy the beauty of English.教学重点Enable students to master the usages of the Past Participle as the adverbial and attribute.教学难点Guide students to use the Past Participle as the adverbial and attribute in real situations.教学过程Step 1: Lead-in1/ 8（设计意图：通过课文句子导入新课，让学生体会过去分词的使用语境，同时带着问题进入课堂，激发学生兴趣。

人教版高中英语必修5 Unit3 Grammar名师教学设计

教学流程
（详见附后的教学设计）
教
学
评
价
1.本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致；
2.语法课的活动环节设计遵循语法学习规律，自上而下逐层递进，注重培养学生归纳总结的能力；
3.语法课后的活动设计体现对情景中再现语法的教学策略，注重了对学生运用语法知识能力的培养。
Section 3语法课教学设计
教
学
目
标
语言目标：
1.学生能掌握过分词作定语和状语这一语法现象。
2.学生能准确找到过去分词的逻辑主语，并明确他们之间的被动关系。
语义目标：
1.学生能准确分析过去分词在句中充当的成分（作状语和定语）。
2.学生能熟记，过去分词的巧学口诀。
语用目标：
1.学生能正确理解过去分词作状语和定语的句子。
2.学生能在语境中正确地使用过去分词
步骤
过程
措施（教师活动与学生活动）
目的
持续性评价
DELC1
预备与激活先期知识
Step 1
Leading in（导入…
T: Today we will learn something about how to use the past participle as the adverbial and attribute. Let’s read the passage and underline the sentences which contains past participles.
情感目标：
1.学生能对语法学习变得更感兴趣；
2.学生能逐渐形成通过文本学习主动归纳语法现象的意识。
学习策略：
1.通过分析对比，发现语法现象；

高中英语 Period 3 Grammar导学案新人教版必修5

Period 3 Grammar【大成目标】（目标解读及课堂组织2分钟） 1.复习非谓语动词的各种形式及用法；2.掌握分词,动名词和不定式在句子中的功能及用法；（重点）3.能判断非谓语形式的主动和被动形式并正确运用。

(难点) 【使用说明】1.课前预习并完成基础案，有疑问的可以在课堂上提问；2.注意本学案的小贴士。

1.非谓语动词有哪几类？充当什么句子成分？分词（包括现在分词和过去分词），动名词和动词不定式，他们具有名词和形容词的某些特征，因而可以做主语，表语，宾语，定语和状语。

2. 非谓语动词的结构与特点在下面的表格中填上相关的内容。

非谓语动词结构语法功能（做何句子成分）逻辑主语特点主动语态被动语态不定式to do to be done 相当于adj. adv.和n.可作主、宾、表、定、宾补及状语句子主语或谓语动词的宾语一般表示动作的将来或同时发生tohavedone to havebeen done to be doing-ing 形式doing being done 相当于adj. n. adv.可作主、宾、定、表、宾补及状语与句子主语一致表示动作的进行或主动having donehaving been done -ed 形式done相当于adj.和 adv.可作定、表、宾补及状语与句子主语一致表示动作的完成或被动在学习和使用非谓语动词时需要注意以下几点：基础案(课中5分钟) 自主学习，教师课中点拨升华案（20分钟）自主学习，小组合作，展示点评1. 要注意现在分词和过去分词作状语时的不同。

比较：When living abroad, he wrote many letters to his fami ly and friends. When heated, the ice will change into water. 归纳：现在分词表示主动，过去分词表示被动。

2. 要注意不定式和分词作宾语补足语的不同。

人教版必修5英语Unit3Grammar公开课课件教学设计

人教版必修5英语Unit3Grammar公然课课件教课方案Unit3Grammar公然课教课方案（二）Title:分词作状语的两个条件目的要求 1.让学生依据分词作状语的特点学会判断分词能否作状语.2.让学生掌握分词作状语的解题技巧.要点难点 1.怎样判断一个分词在句中充任状语。

.2.在分词作状语中，怎样选择过去分词仍是此刻分词.TeachingProcess TeachingMethodsStep1Leadin Task-basedShowtwosentencestostudentsandthenleadinthetopicofthis teaching period.method;1.Whenyouarecrossingtheroad,youshouldbecareful.=C rossing Multimed ia.theroad,you2.WhenIwasplayingthepiano,someonesuddenlyknockeda tthedoor.Playingthepiano,someone(False)Step2:ReadandfindAskthestudentstoreadthefol lowing sentencesandthinkovert hequestion.分词作状语有何特点？Workinghard,youwillsucceed.Givenmoretime,Iwoulddoitbetter.Hisfatherdied,l eavingthefamilyevenworseoff.总结分词的逻辑主语为该主句主语。

2.往常有一个逗号与主句分开，主句前没有并列连词如so,and,but,or等。

3.可放句首或句末。

Exercise1:TrueorFalseStudyinghard,andyouwillmakegreatprogress.(False)Howtoco rrectit?1/3人教版必修5英语Unit3Grammar公然课课件教课方案Studyinghard,youwillmakegreatprogress.Studyhard,andyouwillmakegreatprogress. Step3:CompareAskstudentstocomparethefollowingsentencesandthendrawaconclusion .Working(work)hard,youwillsucceed.Giving(give)moretime,Iwoulddoitbetter.分词作状语时，必备两个条件：分词的逻辑主语一定与句子的主语一致；2.分词与主句的主语关系是主动关系或被动关系。

Unit 3 Period 5 Grammar 优秀教案(人教版必修5)

Period 5 GrammarThe General Idea of This PeriodThis is the fifth period, which will center on the grammar: using the past participle as the adverbial and attribute. At the beginning of the period, the teacher should offer some time to go over what the students learned in the last period.Later the teacher had better present some sentences containing the past participle used as the adverbial and attribute on purpose by asking the students to do some exercises. Get the students to find all the sentences containing the past participle in the two passages. After finding them, the teacher can ask the students to analyze them and understand the function of the past participle in those sentences. While doing it, the students should be given some explanation about how to use the past participle.The following step is to practise more about the grammar. The teacher should arrange some activities carefully and creatively. First let them do some simple exercises. For example, combine the two sentences using the past participle as the adverbial and attribute. Then ask them students to make some sentences using the past participle.Besides that, the teacher should help the students to review the other usages of the past participle. In the end, let them write a passage using the past participle properly.Apart from the usage of the past participle, the teacher had better make the students understand the difference between the past participle and the present participle. In order to have the students master it, the teacher should choose some exercises to supply the students with some problems to deal with. By doing and practicing more, the students may master the grammar.Teaching Important PointsTo learn about the past participle used as the adverbial and the attribute.T eaching DifficultiesTo know the difference between the past participle and the present participle.Teaching AidsMulti-media classroom and other normal teaching tools.Three Dimensional Teaching AimsKnowledge AimsTo learn about the past participle used as the adverbial and the attribute.Ability AimsTo use the past participle used as the adverbial and the attribute freely and properly in speaking and writing.Emotional AimsEncourage the students to study by themselves.Make them know only by doing more exercises can they learn the grammar well.Teaching ProcedureStep 1 GreetingT: Hello, my friends.Ss: Hello, Miss Wang.Step 2 RevisionT: Do you still remember what you learned in this unit? Please say something about the life in the future.S: The life in the future is quite different from the present life.S: People in the future will travel by hovering carriage, which will be driven by computer.S: People will suf fer from the lack of fresh air, but they will wear masks to feel much better.S: In the future, equipment will make life much more convenient than now.Ss: ...T: Good. Now please answer some questions according to the passage: I Have Seen Amazing Things.Where did he visit in the first place? What did he find there?S: His first visit was to a space station considered the most modern in this part of space. It is an enormous round plate, which spins slowly in space to imitate the pull of the earth’s gravity. Inside, it is divided into zones with extraordinarily different atmospheres and gravities. There the alien creatures live while they work with human space scientists searching for new worlds.T: Excellent. Would you please describe the friendliest creatures he met?S: The friendliest creatures are the mu-mu, a family from the Pleiades group of stars. They can see in the dark so they live in an area without light of any kind. They have assisted in the discovery of planets round the fourth star in the Pleiades system. They speak in whispers and eat food that contains carbon. They have six arms and one shell-covered leg. They moved forward by slowly shaking from side to side and they are tall and thin with white and black faces.T: You did a good job. What about the most interesting creatures?S: The most interesting creatures are the tiny dimpods from a galaxy near NGC6240.They skip around the pipes and between the wooden walls of the space station. They require the same atmosphere as humans and are great engineers. They will be able to travel many light years away from the earth. They also can produce a special liquid from their bodies. They are not easy to talk to, because you have to use a language-changer to help and they shout loudly in your ear. They are very small with many arms and legs. They are purple or blue and the color changes depending on their mood.Step 3 PresentationT: Can you find the following sentence in the reading passage?Worried about the journey, I was unsettled for the first few days.T: In this sentence the past participle is used as an adverbial phrase. It is a way of joining two clauses together: As I was worried about the journey, I was unsettled for the first few days. Now please pick out three more sentences from the reading passages with past participles used as the adverbial. You are allowed to find as many sentences as possible in two minutes.(Two minutes later, ask the students to report what they have found.)S: Well-known for their expertise, his parents’ company named“Future Tours” transported me safely into the future in a time capsule.S: Confused by the new surroundings, I was hit by the lack of fresh air.S: Exhausted, I slid into bed and fell fast asleep.S: Described as an enormous round plate, it spins slowly in space to imitate the pull of the earth’s gravity.T: Good. You just found all the sentences containing the past participles used as the adverbials. Besides using as the adverbials, the past participles can also be used as the attributes. Can you find the sentences with past participles used as attributes? Finish it in two minutes.(Two minutes later, let the students read these sentences with past participles as the attributes.)S: My first visit was to a space station considered the most modern in this part of space.S: Well-known for their expertise, his p arents’ company named “Future Tours” transported me safely into the future in a tome capsule.S: Soon I was back on my feet again and follo wed him to collect a hovering carriage driven by computer.S: Tomorrow you will be ready for some visits organized by the company.S: The mu-mu drink a strange mixture of carrot juice and cocoa, while the dimpods drink lemonade mixed with herbs.S: They move forward by slowly shaking from side to side on a shell-covered “leg”.Step 4 PractisingT: From the sentences mentioned just now, what do you know about the usage of past participles as adverbials and attributes?S: We use past participles as attributes when we want to join two clauses together, which is an attributiveclause.T: Yes.过去分词作定语, 在语态上, 表被动; 在时间上, 表示动作已经发生或完成, 与它所修饰的名词有逻辑上的动宾关系。