过去分词作定语和状语语法教案
过去分词作状语公开课教案
甘肃省临夏中学教案科目：English授课教师:Wei Yongfang任课班级： B3 组长签字Teaching procedures:Step 1. ReviewShow Ss some sentences about the function of the past participle as predicative, attributive and object complement.Step 2. Lead inAsk students to look at three sentences from the Reading and tell the function of the past participate.1.Worried about the journey, I was unsettled for the first few days.2.Exhausted, I slid into bed and fell fast asleep.3.Hit by a lack of fresh air, my head ached.Step 3. The past participle as the adverbial1.Ask students to observe 5 sentences and tell what kind of adverbial each pastparticipate as.1)Hit by a lack of fresh air, my head ached. （原因状语）2) Asked what had happened, he kept silent. （时间状语）3) Given more time, we would be able to do the work much better. （条件状语）4) Left alone at home, the little boy didn’t feel afraid at all.（让步状语）5) The teacher entered the classroom, followed by some students. （伴随/方式状语）2.Summarize 1:过去分词或过去分词短语在句子中可以作时间状语、原因状语、方式或伴随状语、条件状语和让步状语等。
过去分词作定语和表语教学设计21
观察句子结构，做出分析。
准备练习
真题演练
分析过去分词的句法功能。
加深理解
板书设计
Step1,归纳演绎
①But he became inspired when he thought about helping ordinary people exposed to cholera.
②So many thousands of terrified people died every time there was an outbreak.
(2)例句②④⑦⑧中为单个的过去分词作定语，常常放于被修饰名词的_____________；例句①⑥中过去分词短语作定语，常常放于被修饰名词的_____________。
(3)例句③⑤中的过去分词在句中作_____________。
Step2,
1．过去分词作定语时的位置
(1)前置定语
一般情况下，单个过去分词作前置定语，即放在所修饰词之前。
⑤He was determined to find out why.
⑥He found that it came from the river polluted by the dirty water from London.
⑦He immediately told the astonished people in Broad Street to remove the handle from the pump so that it could not be used.
教学设计
学科
英语
年级
高二
教学形式
课件
教师
单位
课题名称
过去分词作定语和表语
学情分析
过去分词作定语和表语导学案学案
Book 5 Unit 1 Great Scientists过去分词作定语和表语导学案【学习目标】 1.熟记过去分词作定语和表语的基本用法；提升灵活运用能力。
2.合作探究、大胆质疑；归纳过去分词作定语和表语的用法及与现在分词的区别。
3.激情投入学习；享受攻克难关的快乐。
【学习重点】过去分词作定语和表语的用法及与现在分词的区别【学习难点】过去分词和现在分词作定语和表语的区别复习导入：观察下列句子中的定语和表语各是哪些词充当？● 1. She is an attractive lady.● 2. I was angry with him for keeping me waiting so long.● 3. They saw a moving film last night---So Young.● 4. There were some children swimming in the river.● 5. What he said was very amusing.● 6. I’m interested in this story.●7. America is a developed country.归纳：句(1)(2)中的由充当定语和表语；句(3)(4) (5)中的由充当定语和表语;而句(6)(7)中的由充当定语和表语。
自主学习：将Reading中有关过去分词作定语和表语的句子找出，并将其翻译成汉语1.2.3.4.5.6.合作探究:A. 过去分词作定语1. 观察以上句子中的过去分词，归纳：同现在分词一样，单个的过去分词作定语一般放在被修饰的名词；过去分词短语作定语通常放在被修饰的名词，作后置定语，其作用相当于一个定语从句．如：This is a broken vase.翻译：_____ _The songs sung by Song Zuying are very well-known throughout the world.= 变为定语从句_______________________＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿people addicted to drugs=peoplea novel written by Luxun= a novel过去分词作定语也可用作非限制性定语，前后用逗号隔开。
过去分词作定语和表语教学设计21
学科
英语
年级
高二
教学形式
课件
教师
单位
课题名称
过去分词作定语和表语
学情分析
建议
1.学生的语法基础薄弱，对语法概念模糊。
2.学生对过去分词还停留在动词的时态变化形式上，对它的其它句法功能了解很少。
3.学生形成本节课知识时可能存在其它非谓语动词用法的上混淆。
教材分析
本节课在整本教材中起着承上启下的作用，课文中的ter was to blame for the spread of cholera.被污染的水造成了霍乱的传播。
The recovered animals will be released soon.痊愈的动物会很快被释放。
(2)后置定语
过去分词短语作定语时往往作后置定语，即放在所修饰词之后，它的作用相当于一个定语从句。
→He is a teacher_________________________________.
②The girl, who was brought up by her uncle, has begun to work now.
→The girl,_________________________________, has begun to work now.
(2)例句②④⑦⑧中为单个的过去分词作定语，常常放于被修饰名词的_____________；例句①⑥中过去分词短语作定语，常常放于被修饰名词的_____________。
(3)例句③⑤中的过去分词在句中作_____________。
Step2,
1．过去分词作定语时的位置
(1)前置定语
一般情况下，单个过去分词作前置定语，即放在所修饰词之前。
【精品】过去分词作状语公开课-精品资料PPTPPT资料
A.having B had C. have D. to have
四川卷
an important role in a
new movie, Andy has a chance to
become famous.
A.Offer
B.Offering
C.Offered D.To offer
辽宁卷 around the fire, the tourists danced with the local people.
The teacher stood there and was surrounded by the students.
The teacher stood there, surrounded by the students.
summary
过去分词作状语
分词作状语，主语是问题。
过去分词在句子中可以作时间状语、原因状 Because it was done in a hurry, his homework was full of mistakes.
2. 原因状语
Because the boy was greatly touched by his teacher’s words, he did a lot of things to help his classmates. Greatly touched by the teacher’s words…
__S_e_e_n__from upside, it looks like a lily
which is in full bloom(盛开）in the sea.
如果句子的主语和分词的逻辑主语是主动关系, 用_现_在__分_词__， 句子的主语和分词的逻辑主语是被动关系， 用_过_去__分_词____。
过去分词做状语同步课堂教学设计
过去分词做状语同步课堂教学设计学习目标：1. 熟记过去分词的基本用法；提升灵活运用能力。
2. 合作探究、大胆质疑；归纳过去分词的用法。
3. 激情投入学习；享受攻克难关的快乐。
【使用说明】1. 利用自主自习时间根据要求对导学案进行有效预习（约30分钟）2. 1）15分钟自学、讨论 2）25分钟质疑、展示、点拨、巩固落实3）5分钟当堂检测【课前预习】分词是动词的一种非谓语形式，主要起形容词和副词的作用，可以作定语、表语或是状语等分词有两种，一种是现在分词，一种是过去分词。
这两种分词在句子中能担任的成分大体相同，主要是在“意思”上有主动和被动之分。
过去分词有两大特点：一是表被动的概念；二是表动作已完成。
过去分词在句中可用作定语、表语、宾语补足语或状语等成分。
过去分词在句中作某种成分时，其逻辑主语一般为该分词所表示的动作的承受者。
1.作定语1）及物动词过去分词既表被动，又表完成；不及物动词过去分词，只表完成。
boiled water开水、selected apples 精选苹果、spoken English英语口语、iced beer冰镇啤酒、cooked food熟食、fried chips炸土豆条；fallen leaves落叶、 the risen sun升起的太阳2）单个的过去分词作定语时，一般可以放在被修饰词语之前，也可以放在所修饰词语的后面。
The excited children didn’t know how to do with themselves.The meeting held yesterday was very important.3）过去分词短语作定语时，须将分词放在被修饰的词语之后，功能相当于一个定语从句。
Her daughter，brought up by me(=who was brought up by me)has begun to work now.由我带大的她的女儿现在已经参加工作了。
过去分词作状语教学设计
过去分词作状语教学设计GRAMMAR 教学设计V-ed form as adverbialswhat&howTeaching aim:Help the students to grasp the key rules to use the ed-form.Teachering method：From example to theory.Teaching process:Activity one:用过去分词短语代替每个句子中的从句1.Because he was born in a poor family, he had only two years of schooling.Born in a poor family, he had only two yeas of schooling.2.Because they were encouraged greatly, they worked even harder.Encouraged greatly, they worked even harder.3.When they are looked at from a distance, the hills resemblea sleeping woman.Looked at from a distance, the hills resemble a sleeping woman.4.If he will be given another chance, he will do better.Given another chance , he will do better.5.If these flowers had been given better attention, they could have have grownbetter.Given better attention, these flowers could have grown better.6.Although he was tired, he went on working.Although tired, he went on working.用从句代替过去分词短语Born in a poor family, he had only two yeas of schooling. (原因）Looked at from a distance, the hills resemble a sleeping woman. （时间）Given another chance , he will do better.（条件）Given better attention, these flowers could have grown better. （条件）Although tired, he went on working.Conclusion one（结论一）:V-ed form can be used as adverbials of time, reason, condition, concession.过去分词短语在句子中可充当时间、原因、条件、让步状语,相当于时间、原因、条件、让步状语从句。
过去分词作状语说课稿
语法小专题
过去分词短语作状语说课稿
英语组杨彩玲
各位老师，大家好！很高兴与大家一起交流，希望大家对我的说课提出宝贵的意见。
说教学目标
首先说一下本节课的教学目标:过去分词关于作状语是高考考查的重点，也是学生学习中的难点，本节课旨在帮助学生掌握过去分词作状语的用法。
说教学设计和教学方法
鉴于学生对过去分词短语作状语有一定的了解，本节课在教学设计上采用实践——理论，实践------能力的方法，即通过语法练习引导学生得出结论，然后再把理论运用到实践中，在基础训练和提升训练中提高能力。
在教学方法上本课主要采用学生为主教室为辅的教学策略，充分发挥学生的主观能动性，让学生亲身体验知识的形成和应用。
说教学程序
本课教学过程主要包括两个活动，一是句型互换，而是题型训练，继而得出两个结论，即过去分词短语做什么成分，该怎么使用。
二〇一三年四月十二日星期五。
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teaching design （课堂设计）
陈建军
教材分析( the analysis of teaching materia)l
This teaching period mainly deals with the grammar: The Past Participle as the Adverbial and Attribute. And let students to do some exercises to consolidate it.
2. 学情分析( the analysis of the studen)ts
Students often feel this item abstract and difficult, so it is necessaryto 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 become interested in the grammar learning.
b. Develop students'sense of group cooperation.
4. 教学重点和难点( teaching important points and difficult point)s
a. Get students to learn and consolidate how to use the past participle as the adverbial and attribute correctly.
5. 教学过程(Teaching procedures)
Step1.Greetings
Step2 .Check&Revision
Step3.Presentation
1. 过去分词作状语时，其前面可以带有相应的连词，如when, though, although, as if, if 等，
表时间，让步，条件等。
If invited, I will attend the wedding of my friend.
2. 过去分词作状语时，分词的逻辑主语与句子的主语一致。
If caught, the thief will be punished by the police.
3. 过去分词短语与句子主语之间存在逻辑上的动宾关系，即被动关系。
Asked why he was late, he cried.
4. 有些过去分词已形容词化，作状语时表示人得状态。
常见的有satisfied, interested, moved 等。
Disappointed at the examination results, the girl stood there without saying a word.
Step 4 summing
巧学助记：分词作状语，主语是问题
逗号前后两动作，共用一主语主语找出后，再来判关系主动用ing, 被动用ed
Having done 表先后，千万要牢记
6■知识结构（板书设计）
7■问题研讨（课堂提问，练习和作业设计）
1. His first book ____ next month is based on a true story.
A. published
B. to be published
C. to publish
D. being published
2. A great nu mber of stude nts ________ slid they were forced to practice the pia no.
A. to questi on
B. to be questi oned
C. questio ned
D. questi oning
3. _____ such heavy polluti on already, it may now be too late to clea n up the river.
A. Havi ng suffered
B. Sufferi ng
C. To suffer
D. Suffered
4. _____ to the old lady aged 60; the two little yellow dogs accomplished her for 196 hours.
Then she was rescued, which is a won der of life.
A. Devoti ng
B. Devoted
C. Having devoted
D. To devote
5. The student ______ in the games on the MP4 during class didn ' notice his teacher behind him.
A. absorb ing
B. to absorb
C. be absorbed
D. absorbed
6. The man kept sile nt in the room unless _______________ .
A. spoke n
B. speak ing
C. to speak
D. spoke n to
7. ________ not to miss the early train, we got up ahead of time and hurried to the station.
A .Remi nding B. Remin ded C. To remi nd D. Havi ng remin ded
The keys:
1. 此处是非谓语动词作后置定语，由时间状语可知所填谓语动词表示将来的动作，用动词
不定式，其逻辑主语是所修饰的名词book,不定式与逻辑主语是被动关系，姑用不定式
的被动，选B
2. 因question与students之间存在被动关系，
3. already表明该动作已经完成，故用完成式，
4. 句意理解，选B
5. 过去分词作后置定语，absorbed in专注于
6. 此处应该用过去分词spoke n to,完整形式为:
was spoken to, 选D
question表示的动作也已完成，选C
选A
…”,在句中作student的后置定语，选D The man kept sile nt in the room uni ess he
7.逻辑主语是句子的主语we,非谓语动词与句子主语是被动关系，选。