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。
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。
高二过去分词做定语和表语课程教案
an organized trip 有组织的旅行 a trip which is organized
an inspiring story (一个激励人心的故事)
an inspired boy (受到启发的男孩子)
the boiling water
(正开的水)
the boiled water
(write ) by Zhang Ailing. = I like reading the novels W__h_i_c_h__w_e_r_e_w__ri_t_te_n___ by Zhang Ailing.
注: 本句中的过去分词作定语, 既表被动又表完成。
2. Have you noticed the bridge being built there? = Have you noticed the bridge _w_h_i_c_h_i_s_b_e_i_n_g_b__u_il_t__ there?
,_特__征_心__情__,和 _状__态___.
过去分词做表语与动词的被动语态的区别:
The glass is broken. (是过去分词做表语)
The glass is broken by the naughty boy. (是动词的被动语态)
结论:过去分词做表语,强调的是主语
所处的_状__态___,而动词的被动语态表示的 是一个__动_作____.
a picture painted by
Leonardo da Vinci
a woman dressed in white
Change the following past participles into clauses.
4-2 Grammar语法过去分词作定语、状语和宾语补足语(学生版)(译林版2020必修第三册)
Unit 4 Scientists Who Changed the World4.2 Grammar过去分词作定语、状语和宾语补足语知识精讲概念一、过去分词作定语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。
The polluted water was to blame for the spread of cholera.被污染的水造成了霍乱的传播。
[名师点津]①有些过去分词表示特定含义时,单独作定语也放在所修饰的名词之后,如left(剩余的),given(所给的),concerned(有关的)等。
There are few tigers left.It is time for the departments concerned to take measures to protect them from dying out. 剩余的老虎不多了,是相关部门采取措施保护它们免遭灭绝的时候了。
②如果被修饰的词是由every/some/any/no与body/one所构成的复合代词或指示代词those等,单个分词放在被修饰词的后面。
Is there anything unsolved?还有什么没解决的吗?(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。
Last Tuesday in a mountainous area,there were a total of 173 sheep killed almost immediately(=which were killed almost immediately) when lightning struck.上周二在一个山区,有173只羊在被闪电击中时即刻死亡。
2.过去分词作定语时的意义(1)及物动词的过去分词作定语,在语态上表示被动;在时间上,常表示动作已经发生或完成,有时也不表示时间性。
过去分词短语作状语讲课教案
过去分词短语作状语过去分词短语作状语 2012.4.1过去分词兼有动词、副词和形容词的特征。
过去分词作状语时,表示被动的或已完成的动作,在句中可作时间、原因、条件、让步、方式、伴随状语等。
掌握过去分词作状语可从以下几个方面考虑。
一. 理清过去分词作状语时与句子的主语的关系1. 过去分词作状语时,过去分词与主句中的主语形成逻辑上的被动关系,有时也表示动作已完成。
例如:Seen in the dark night,lights on top of tall buildings look like stars in the sky.(seen表示被动,分词的动作与谓语动词的动作同时发生)Scolded by the teacher,the girl began to cry.被老师责怪,女孩哭了起来。
(scolded表示被动且动作已完成)【考例1】____ into use in April 2000, the hotline was meant for residentsreporting water and heating supply breakdowns.(2005年上海卷)A. PutB. PuttingC. Having putD. Being put【解析】选A。
主句主语the hotline与put into use逻辑上是被动关系,排除B、C;D项表示正在进行的被动与句子意思不符。
所以用过去分词put 短语作状语。
2. 有些过去分词已经形成了系表结构,因此他们作状语时与主句的主语之间是逻辑上的主动关系,但仍然用过去分词形式。
例如:Lost in thought, she nearly ran into a tree.陷入沉思,她差点撞到树上。
(lost意为“迷失的”,与逻辑主语连接起来相当于Because she was lost…,作原因状语)与lost类似的过去分词还有disappointed, dressed,determined, devoted, tired, exhausted, prepared, seated, caught等。
高二过去分词做定语和表语课程教案共43页文档
6、最大的骄傲于最大的自卑都表示心灵的最软弱无力。——斯宾诺莎 7、自知之明是最难得的知识。——西班牙 8、勇气通往天堂,怯懦通往地狱。——塞内加 9、有时候读书是一种巧妙地避开思考的方法。——赫尔普斯 10、阅读一切好书如同和过去最杰出的人谈话。——笛卡儿
Thank you
பைடு நூலகம்
高二过去分词做定语和表语课程教案
11、获得的成功越大,就越令人高兴 。野心 是使人 勤奋的 原因, 节制使 人枯萎 。 12、不问收获,只问耕耘。如同种树 ,先有 根茎, 再有枝 叶,尔 后花实 ,好好 劳动, 不要想 太多, 那样只 会使人 胆孝懒 惰,因 为不实 践,甚 至不接 触社会 ,难道 你是野 人。(名 言网) 13、不怕,不悔(虽然只有四个字,但 常看常 新。 14、我在心里默默地为每一个人祝福 。我爱 自己, 我用清 洁与节 制来珍 惜我的 身体, 我用智 慧和知 识充实 我的头 脑。 15、这世上的一切都借希望而完成。 农夫不 会播下 一粒玉 米,如 果他不 曾希望 它长成 种籽; 单身汉 不会娶 妻,如 果他不 曾希望 有小孩 ;商人 或手艺 人不会 工作, 如果他 不曾希 望因此 而有收 益。-- 马钉路 德。
春季教案高一第十讲过去分词作定语、表语
第十讲过去分词作定语、表语和状语姓名:学校:年级:【学习目标】主要掌握动词-ed形式作定语、表语和状语。
【知识要点】一、作定语过去分词作定语时相当于一个定语从句,其被动和完成的含义可以在从句中表现出来,比定语从句更简洁。
在逻辑上,过去分词与被修饰的词之间是动宾关系。
1).单个过去分词作定语时,通常置于被修饰的名词之前。
At that time“love”was a forbibben topic to be written or talked about .= At that time“love”was a topic that was forbidden to be written or talked about.那时,“爱情”是一个被禁止写作或谈论的话题。
2).过去分词短语作定语时,通常置于被修饰的名词之后。
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开始工作了。
3).有些单个的过去分词,如left(剩余的),given(所给的),spoken(被说的),written(被写的),等,习惯上用作后置定语。
In many countries, words spoken are different from words written.在很多国家,口头用语与书面用语有区别。
注意:不及物动词的过去分词作定语时不表被动,只表主动和完成意义。
fallen leaves 落叶the gone days 逝去的时光the exploded bomb 已爆炸的炸弹4). 现在分词作定语与过去分词作定语的区别1.现在分词作定语,表示正在进行的动作,变为从句时需要用进行时态;若表示经常性的动作或现在的状态,变为从句时用时态。
eg:The house standing (=that stands) at the of the street was built in 1982.在街道拐角处的房子建于1982年。
过去分词用法教案
第一章:引言1.1 教学目标让学生理解过去分词的概念和用法培养学生正确使用过去分词的能力1.2 教学内容过去分词的定义和构成过去分词的用法和意义1.3 教学方法采用讲授法和互动式教学法,引导学生积极参与讨论和练习第二章:过去分词的构成2.1 教学目标让学生掌握过去分词的构成方法2.2 教学内容规则动词的过去分词构成不规则动词的过去分词构成2.3 教学方法通过例句和练习,让学生熟悉规则和不规则动词的过去分词构成第三章:过去分词的用法3.1 教学目标让学生掌握过去分词的各种用法3.2 教学内容过去分词作定语过去分词作状语3.3 教学方法通过例句和练习,让学生理解过去分词在不同句式中的用法第四章:过去分词的时态和语态4.1 教学目标让学生掌握过去分词的时态和语态变化4.2 教学内容过去分词的时态变化过去分词的语态变化4.3 教学方法通过例句和练习,让学生熟悉过去分词的时态和语态变化第五章:过去分词的练习5.1 教学目标让学生通过练习巩固过去分词的知识5.2 教学内容设计不同类型的练习题,包括选择题、填空题和改错题5.3 教学方法引导学生自主练习,并及时给予反馈和解答疑问第六章:过去分词在被动语态中的使用6.1 教学目标让学生掌握过去分词在被动语态中的构成和用法。
6.2 教学内容过去分词在被动语态中的构成规则过去分词在被动语态中的用法和意义6.3 教学方法通过例句和练习,让学生理解过去分词在被动语态中的构成和用法。
第七章:过去分词的复合结构7.1 教学目标让学生掌握过去分词的复合结构的构成和用法。
7.2 教学内容过去分词的复合结构的构成过去分词的复合结构的用法和意义7.3 教学方法通过例句和练习,让学生熟悉过去分词的复合结构的构成和用法。
第八章:过去分词与现在分词的比较8.1 教学目标让学生掌握过去分词和现在分词的区别。
8.2 教学内容过去分词和现在分词的定义和构成过去分词和现在分词的用法和意义8.3 教学方法通过对比分析和练习,让学生理解过去分词和现在分词的区别。
高考英语分词作状语的用法和考点教案
高考英语分词作状语的用法和考点教案一、教学目标1. 让学生理解分词作状语的概念和基本用法。
2. 培养学生识别和运用分词作状语的能力。
3. 帮助学生掌握分词作状语的常见考点。
二、教学内容1. 分词作状语的基本概念和分类。
2. 现在分词作状语的用法和例子。
3. 过去分词作状语的用法和例子。
4. 分词作状语的注意事项和常见错误。
5. 分词作状语的考点分析。
三、教学过程1. 引入:通过一个简单的句子引导学生思考分词作状语的概念。
2. 讲解:详细讲解分词作状语的基本用法和分类。
3. 练习:让学生通过例句理解现在分词和过去分词作状语的用法。
4. 讨论:分析分词作状语的注意事项和常见错误。
5. 总结:概括分词作状语的考点,提醒学生在备考中注意。
四、教学方法1. 讲授法:讲解分词作状语的基本概念和用法。
2. 示例法:通过例句让学生理解分词作状语的实际情况。
3. 练习法:让学生通过练习巩固分词作状语的用法。
4. 讨论法:分析分词作状语的注意事项和常见错误。
五、教学评价1. 课堂参与度:观察学生在课堂上的积极参与程度和提问回答情况。
2. 练习完成情况:检查学生完成练习的情况,包括正确性和准确性。
3. 考点掌握情况:通过课后作业或测试,评估学生对分词作状语考点的掌握程度。
六、教学资源1. 教案、PPT等教学资料。
2. 相关练习题和答案。
3. 参考书籍和在线资源。
七、教学步骤1. 引入:通过一个简单的句子引导学生思考分词作状语的概念。
2. 讲解:详细讲解分词作状语的基本用法和分类。
3. 练习:让学生通过例句理解现在分词和过去分词作状语的用法。
4. 讨论:分析分词作状语的注意事项和常见错误。
5. 总结:概括分词作状语的考点,提醒学生在备考中注意。
6. 练习:设计一些练习题,让学生巩固所学知识。
7. 解答:为学生提供练习题的答案和解析。
八、教学策略1. 采用生动有趣的例句和实际语境,帮助学生理解分词作状语的用法。
2. 设计具有针对性的练习题,让学生在实践中掌握分词作状语的技巧。
Unit3Grammar过去分词做定语状语和宾语补足语讲义高中英语牛津译林版
Grammar 过去分词做定语、状语和宾语补足语规那么动词的过去分词由动词原形后加ed构成,不规那么动词的过去分词没有统一的构成规那么。
过去分词保存了动词的很多特征,因此在向中可以有自己的状语和规律主语。
过去分词一般表示完成或被动的动作。
过去分词在句中可做定语、宾语补足语、状语等,但不能单独构成谓语。
1.过去分词做定语(1)过去分词做定语的位置①单个的过去分词做定语,通常放在被修饰词之前。
The ground was covered with fallen leaves.地上满是落叶。
People shouldn't be exposed to polluted water.人们不应当接触被污染了的水。
②过去分词短语做定语,通常放在被修饰词之后,它的作用相当于一个定语从句。
I was instructed to carry out a plan supported by mostpeople.= I was instructed to carry out a plan which was supportedby most people.我被要求执行一个多数人支持的方案。
特殊提示a.有些单个的过去分词,在习惯上往往放在被修饰词的后面。
There is little time left. Let’s hurry up.剩余的时间不多了,我们抓紧吧。
b.过去分词修饰代词时,应置于被修饰词之后。
He is one of those invited. 他是那些被邀清的人之一。
c.有些过去分词做定语,前置和后置的意义不同。
试比拟:This is a used car. 这是一辆二手车。
The method used is very efficient.所用的这个方法很有效。
(2)过去分词做定语的意义不及物动词的过去分词做定语,只表示动作已完成,不表示被动;及物动词的过去分词做定语,表示被动或完成。
①只表示完成,不表示被动。
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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。