过去分词作定语和状语 语法 教案
过去分词作定语和状语语法教案
teaching design （课堂设计）陈建军教材分析( the analysis of teaching materia)lThis 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)tsStudents 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)sa. 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.GreetingsStep2 .Check&RevisionStep3.Presentation1. 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。
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
高三英语过去分词作定语和表语的复习教案人教版
The Past Participle used asAttribute and Predicative（过去分词作定语和表语）了解过去分词：过去分词是_____________的一种形式，表示----------和------------的意义。
一、过去分词作定语1.English is a widely used language.2.He threw away the broken cup.3.This is one of the schools built in 1980s.4.Prices of daily goods bought through a computer can be lower than store prices.单个过去分词作定语，常放在被修饰词的____，叫--------定语；过去分词短语作定语，常放在被修饰词的____，叫---------定语。
Attention：单个的过去分词作定语时也可后置。
如：1、Hurry up,there is no time left.2、If you wish everything changed,please say so.重点：坐定语的过去分词相当于一个定语从句。
如spoken English= English which is spokenterrified people= the people who are terrified※the letter written by my mother=the letter which was written by my motheraffected area 灾区= the area which is affectedThere are many fallen leaves on the ground.= There are many leaves which had fallen on the ground. (地上有许多落叶)难点点拨：及物动词的过去分词表示“”或者没有一定的时间性,只表示“”。
导学案：过去分词做定语和状语
导学案：the Past Participle as the Attribute and the Adverbial[知识感悟]1.过去分词做定语发达国家落叶白开水激动的人们困惑的表情害怕的表情吃惊的样子惊诧的表情一个使用过的袋子一所新建的学校升起的太阳受污染的河流口头英语书面练习受伤的手指关闭的门打烂的花瓶被偷的手表受感染的人被围困的动物2.过去分词做状语给予足够的爱护，小树就能长成参天大树.由于是用法语写成的，这些书不好读懂.从太空看，地球像个大水球.【小试身手】1. （choose）to act as one of the four judges on it,Naying is more famous than ever before.2.She visited China, (accompany) by many officials.3.You cannot accept any opinion (offer) to you unless it is based on facts.4.Clearly and thoughtfully (write),the book inspires confidence in students who wish to seek their own answers.5.Annie Salmon,disabled,is attended throughout her school days by a nurse (appoint) to guard her.6.Like ancient sailors,birds can find their way (use) the sun and stars.7.Beat by the sheep,again Mr Wolf went to the village where the sheep lived.(改正句子)8.Unless inviting to speak,you should remain silent at the conference.(改正句子)9.To return to the problem of water pollution,I'd like you to look at a study conduct in Australia in 2012.(改正句子)10.But now we often discuss and try to solve the problem raising by the teachers or ourselves.(改正句子)【书面表达能力提分】1.那天大清早，我和我朋友启程去參观坐落在山谷里的欢乐农场。
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。
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。
语法-----过去分词作状语教学设计
语法-----过去分词作状语教学设计教学年级：高中二年级课题名称：Unit 3Module5语法教学-----过去分词作状语教材版本：人教版授课时间：40 分钟（一）学生分析（1）高二学生已经对英语有了一定的感性认识，并积累了一定的语言材料，他们对语法知识的系统学习有较强烈的要求，但又不喜欢教师喋喋不休的讲解，他们喜欢探究型、合作型的学习。
（2）在学习本单元语法之前，学生已经在前两个单元分别学习了过去分词作定语、表语和宾语补足语，学生平时也接触过过去分词作状语，部分学生能辨认过去分词作状语，但对其结构、用法没有系统的学习。
（二）教材分析本节教学内容是Unit 3Module5语法教学-----过去分词作状语。
在学习本单元语法之前，学生已经在前两个单元分别学习了过去分词作定语、表语和宾语补足语。
（三）教学目标（1）语言知识目标：了解过去分词作状语的结构、用法。
（2）语言技能目标：能够总结所接触语言材料中的语言规律并加以运用。
（3）情感态度目标：培养学生合作精神（四）教学重点过去分词作状语的运用（五）教学难点过去分词作状语与现在分词作状语的区别（六）教学过程步骤1 导入活动：让学生说出划线的过去分词在句子中充当什么成分1. The glass is broken. (表语)2. I had my bike repaired yesterday. (宾补)3. I’m interested in this book. (表语)4. I heard the song sung in English. (宾补)5. The stolen car was found by the police last week. (定语)6. The concert given by their friends was a success. (定语)目的：检查学生对前两个单元所学的过去分词作定语、表语和宾语补足语的掌握情况，既复习、巩固了旧的知识又为下面教学做好铺垫。
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teaching design（课堂设计）
----------陈建军
教材分析（the analysis of teaching material）
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 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 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 points）
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）
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 number of students __________ slid they were forced to practice the piano.
A. to question
B. to be questioned
C. questioned
D. questioning
3. _______such heavy pollution already, it may now be too late to clean up the river.
A. Having suffered
B. Suffering
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 wonder of life.
A. Devoting
B. Devoted
C. Having devoted
D. To devote
5. The student _______ in the games on the MP4 during class didn’t notice his teacher behind him.
A. absorbing
B. to absorb
C. be absorbed
D. absorbed
6. The man kept silent in the room unless_________________.
A. spoken
B. speaking
C. to speak
D. spoken to
7. __________ not to miss the early train, we got up ahead of time and hurried to the station.
A .Reminding B. Reminded C. To remind D. Having reminded
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，question 表示的动作也已完成，选C
3.already 表明该动作已经完成，故用完成式，选A
4.句意理解，选B
5.过去分词作后置定语，absorbed in “专注于……”,在句中作student的后置定语，选D
6.此处应该用过去分词spoken to,完整形式为：The man kept silent in the room unless he
was spoken to, 选D
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B。