过去分词做状语同步课堂教学设计
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。
教学设计 必修二第五单元语法过去分词作表语和状语
2. Pleased with his music and songs, they finally invited him to perform in the Silver Hall.
4. When he got absorbed in his world of music, he felt as if he could "see" the beauty of the world around him, like he had in his previous life.
keys:
3. Though affected by gradual blindness soon after the performance, Henry was still capable of ...
4. Absorbed in his world of music, he felt as if ...
Familiarize students with key structures.
Exercise students’ structures using skills.
Step 3
Language points
Teacher explains the language points and makessome exercise.
教学内容
教学重点：
1.Master the usage of key words and phrases.
2.Improve the students’ ability to identify past participles.
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基本概念和用法。
2. 培养学生正确运用分词作状语的能力。
3. 帮助学生掌握分词作状语的考点和解题技巧。
二、教学内容1. 分词作状语的定义和分类。
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。
5. 分词作状语的考点和解题技巧。
三、教学过程1. 引入：通过一个句子让学生猜测分词作状语的概念。
2. 讲解：详细讲解分词作状语的定义、分类、用法和例子。
3. 练习：让学生进行分词作状语的练习，教师及时纠正错误。
4. 总结：总结分词作状语的注意事项和考点解题技巧。
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：通过具体例子让学生理解分词作状语的用法。
3. 练习法：让学生通过练习掌握分词作状语的技巧。
4. 问答法：教师提问，学生回答，巩固知识点。
五、教学评价1. 课堂练习：检查学生对分词作状语的掌握程度。
2. 课后作业：布置相关题目，要求学生独立完成。
3. 单元测试：进行阶段性的测试，评估学生的学习效果。
4. 课堂参与度：观察学生在课堂上的积极参与情况和提问回答情况。
六、教学重点与难点1. 教学重点：分词作状语的用法和分类。
分词作状语的注意事项。
分词作状语的考点和解题技巧。
2. 教学难点：正确区分现在分词和过去分词作状语的用法。
灵活运用分词作状语的能力。
理解和应用分词作状语的考点和解题技巧。
七、教学准备1. 教学材料：教材、PPT、练习题、答案解析。
2. 教学工具：投影仪、电脑、黑板。
3. 教学资源：相关英语学习网站、参考书籍。
八、教学步骤1. 导入新课：通过一个句子引入分词作状语的概念。
2. 讲解新知识：详细讲解分词作状语的定义、分类、用法和例子。
3. 练习与展示：学生进行分词作状语的练习，展示答案并讨论。
4. 总结与归纳：总结分词作状语的注意事项和考点解题技巧。
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(微教案教学设计)
3、怎样灵活运用过去分词作状语。
教学过程
1、Leading in
根据课文内容，提问含有过去分词的句子内容，点明过去分词的含义及特征
（以课文内容来提问，使学生学起语法更有代入感、亲切感）略，用例句示范如何用过去分词作状语，接着让学生根据“三步走”规律来练习。
（“三步走”简单易懂，学生通过这种合理步骤来记忆，更能快速掌握过去分词作状语的特征及由来。）
教学设计
内 容
教学目标
学完本课，学生将：
1、掌握过去分词基本形式，清楚了解过去分词有什么作用；
2、采用“三步走”，轻轻松松用过去分词来合并句子；
3、懂得将过去分词运用到日常生活当中。
教学重难点
1、如何增强语法学习的趣味性，消除学生对语法学习的排斥感；
2、怎样跟学生讲清楚什么是过去分词作状语，它有什么用途；
4.Summary
对本堂课进行总结，再次强调如何“三步走”运用过去分词作状语，强化学生对本堂课内容的印象。
3、Application
语法日常应用环节以游戏形式进行。
有的图片进行部分遮挡，让学生根据图片猜测图片内容，并根据图片造句；有的由老师提问关于图片内容的问题，让学生自由回答并造句。
根据学生造的句子和过去分词的用法，活学活用进行句子合并。
（同样是学习语法，以竞猜方式，可长时间刺激学生的动脑能力与活动参与度，提高学习效率。）
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基本概念和用法。
2. 培养学生正确运用分词作状语的能力。
3. 帮助学生掌握分词作状语的考点和解题技巧。
二、教学内容1. 分词作状语的定义和分类。
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。
5. 分词作状语的考点和解题技巧。
三、教学过程1. 引入：通过一个简单的句子让学生感受分词作状语的用法。
2. 讲解：详细讲解分词作状语的定义、分类、用法和注意事项。
3. 练习：提供一些练习题，让学生巩固所学内容。
4. 讲解：分析练习题的答案，讲解分词作状语的考点和解题技巧。
5. 总结：对本节课的内容进行总结，强调重点和难点。
四、教学方法1. 讲授法：讲解分词作状语的基本概念、用法和注意事项。
2. 示例法：通过具体例子让学生理解分词作状语的用法。
3. 练习法：提供练习题，让学生在实践中巩固所学内容。
4. 分析法：讲解练习题的答案，分析分词作状语的考点和解题技巧。
五、教学评估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. 练习题的正确率：检查学生完成练习题的正确率，了解学生对分词作状语的掌握程度。
3. 课后作业：布置相关的课后作业，要求学生在课后巩固所学内容。
4. 考试成绩：在考试中关注学生对分词作状语的运用情况，分析学生的掌握程度。
六、教学资源1. 教材：选用适合高考英语复习的教材，如《高考英语真题解析》、《高中英语语法大全》等。
2. 课件：制作课件，包括分词作状语的定义、分类、用法和注意事项等知识点。
3. 练习题：准备一些分词作状语的练习题，包括单选、填空和改错等形式。
4. 答案解析：提供练习题的答案和解析，以便学生自查和巩固。
七、教学步骤1. 第一步：引入分词作状语的概念，让学生初步了解。
2. 第二步：讲解分词作状语的分类，区分现在分词和过去分词的用法。
3. 第三步：通过示例分析，让学生掌握分词作状语的具体用法。
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。
过去分词做状语学案
过去分词做状语学案Grammar: The Past Participle as the AdverbialBy Li XiaodanTeaching objectives:1. To learn the past participle as the adverbial2. To apply the past participle as the adverbial to writingTeaching procedures:Step1: Homework checkingStep2: Grammar studying◆Conclusion1:过去分词（短语）__________,其逻辑主语与主句主语_________，它们之间存在着__________关系。
Practice:1) _______(see) from the space, the earth looks like a big blue ball.2) ________(give)a time machine, I’ll pay a visit to the future.3) Mo Yan sits there, ____________(surround) by many reporters.◆Conclusion2: 过去分词（短语）作状语，可充当_______________________等状语，相当于一个___________；充当_____________时，相当于一个__________。
1. Seen from the space, the earth looks like a big blue ball.= When it is seen from the space, the earth looks like a big blue ball.2. Given a time machine, I’ll pay a visit to the future.= If I am given a time machi ne, I’ll pay a visit to the future.3. Mo Yan sits there, surrounded by many reporters.= Mo Yan sits there, and is surrounded by many reporters.Rewrite the sentences, using the P.P. as the adverbial.1) If we were given more time, we could do it much better.________________________________________________________________ ____2) When it is heated, ice will change into water.________________________________________________________________ ____3) Although I’m invited, I won’t take part in the party.________________________________________________________________ ____4) The teacher entered the classroom, and he was followed by a group of students.________________________________________________________________ ____ ◆Conclusion3:某些固定的过去分词（短语）作状语表________。
语法—过去分词作状语教学设计07
二、教学环境选择 √简易多媒体教室 三、教学过程设计 教学环节 课前 活动设计 小组合作探究 1. 过去分词作状语的类型讲和练 （讲解后小组讨论） 课中 2.过去分词与现在分词作状语的区 别讲和练（讲解后小组讨论） 3.强化训练（小组讨论） 课后 单句写作和语法填空（自主学习） 多媒体及幻灯片 信息技术使用说明 □交互式电子白板 □网络教室 □移动学习环境
四、教学评价设计 1.评价方式与工具 √课堂提问 √书面练习 □制作作品 □测验 □其它
2.评价量表内容（测试题、作业描述、评价表等） 通过定量的配套练习，帮助学生更好地掌握所学知识。 六、备注 技术环境下课堂教学管理思路、可能存在的教学意外及相应的应急预案等
备注：本模板仅供参考，参训教师可根据实际情况，自行修改创新。
教学设计模板
课题摘要 学科 单元 课程名称 一、学习内容分析 1.教材分析 本课涉及过去分词作状语的用法。 2.学情分析 学生普遍语法基础差，但平时过去分词的句子有接触过。 3.教学目标（含重难点） 掌握过去分词作状语的用法。 英语 M5--U3 学段 教材版本 高中 人教版 年级 二年级
语法—过去分词作状语
过去分词做状语学案
the Past Participle as the adverbial（过去分词作状语）学案一．Lead in(一）Guessing game to lead in the grammar(二）Observe sentences:read and translate1.Seen from the top, the National Stadium looks like a bird nest.2.Given another chance by God, I will say “I love you” to t he girl.3.Chosen to act as one of the four judges on it, Na ying is more famous than ever before.4.Beaten by the sheep, again Mr. Wolf went to the village where the sheep lived.5.She visited China in March 2014, accompanied by many officials. 二．Definition and explanation of the grammarDefinition:过去分词(past participles) 或过去分词短语(past participial phrases) 作状语是英语中常见的语言现象，可表示时间、原因、条件、让步、方式或伴随情况等。
1.作时间状语。
相当于一个时间状语从句。
seen from the top of the hill, our school looks beautiful.(= When it is seen from the top of the hill, our school looks beautiful. ) heated, ice can be changed into water.(= When it is heated, ice can be changed into water. )2.作原因状语。
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。
过去分词作状语教学设计
过去分词作状语教学设计1.He had only two years of schooling because he was born ina poor family.2.They ___.3.___ ___.4.He will do better if he is given another chance.5.These flowers could have grown better if they had been given better n.6.He went on working although he was tired.___:The aim of this lesson is to teach students how to use the V-ed form as ___.___:___ method used in this lesson is from example to theory。
The teacher will provide examples to help students understand the key rules to use the V-ed form.___:Activity one:___ and ask students to replace the subordinate clause with a V-ed form.1.He had only two years of schooling because he was born ina poor family.Born in a poor family。
he had only two years of schooling.2.They ___.___。
___.3.___ ___.Looked at from a distance。
the ___.4.He will do better if he is given another chance.___ chance。
【原创】 微课 过去分词作状语 微课设计
Analysis of the learning materials:The teaching material is the grammar of New Senior English for China Book5 U 3 Life in the furture. This grammar mainly deals with The Past Participles as the the Adverbial., which is widely used in different materials, is always considered as one of the most important and useful grammar items. There are so many special situations where certain usages should be applied,which makes it tough for students to understand it thoroughly.Gulangyu Island, one of the most popular cities in China, which was successfully entered the UNESCO’s World Heritage List in 2017, attracts the students perfectly. Its beautiful scenery, delicious food are just to students’taste, so it can serve as a carrier, which helps to arouse the students’ interest and enable ss to master the usages of the grammar in an easy way.Analysis of the students:Senior two have lively and enquiring mind and they have acquired some basic grammar knowledge of the past paticiples, but most of them find it is boring and d on’t know the correct usage of it. Since the main purpose of the period lies in presentation and discovering, students will be guided to explore and discover the rules of the structures.In the meantime, students should form the habit of focusing on situation itself while dealing with different tasks but not just finish the tasks in an utilitarian way. Their needs for the new knowledge will be satisfied .Their ability of using language in the real situations and the speaking ability will be improved.That is why the situation is chosen as an carrier.Teaching aims:1.Students will master the correct the structure and usage of The Past Participles as the Adverbial by dealing with different tasks.2.Students will be aware of the process “Presentation-discovery-summary-practice” by doing some tasks.3.Students will raise awareness of protecting the Chinese Heritage Sites in their daily life.4. Students will develop the critical thinking and the scientific spirit of exploring through the discovering process .Teaching important points:1.How to guide the students to focus their attention on the usage of The Past Participles as the theAdverbial and help them master it in an easy way become a teaching important point.2.How to design efficient tasks to help the students to explore and discover the rules of the structures.Teaching difficult points:1.Help the students to figure out the difficult points and deal with them.2.Help the students to use the The Past Participles as the Adverbial correctly and properly in a real situation.Overall design:This period aims to help the students master about the usages of The Past Participles as the Attribute and Predicative by exploring and discovering the rules of the structures. Tomake the lesson more lively, situational approach and task-based method are used to create an interesting situation based on the topic of Gulangyu Island, in which they can connect their grammar learning with daily life through so that they can enjoy the grammar class.Step 1 Leading-inEnjoy a travel story and pictures of Gulangyu Island and find out what they have in common.[设计说明]利用非谓语动词将教师亲身经历的鼓浪屿旅行故事讲述给学生，配合图片展示, 迅速将学生带入课堂，让学生自我发现呈现句子的共同点，引出授课主题--过去分词作状语。
高中英语新人教版精品教案《“过去分词作状语”微课》
Quetion:
分词een的逻辑主语是？the hee
ore time,he' mae a firt ca tenni ind〕not to mi the fight at 15:2021the manager et out for the airort in a hurr〔2021·福建〕
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。
分词作时间、条件、原因、让步状语时，往往可以转换为相应的状语从句。
答案：2 Tranated
二、品味国学：
借问酒家何处有？牧童遥指杏花村。--杜牧?清明?
_______a where coud be found a tavern bower村舍, a cowbo oint to onder viage of the aricot fower
答案：Aed
小结
分词作状语，其逻辑主语是句子主语。
教师姓名
蒋改霞
单位名称
且末县第一中学
填写时间
学科
英语
年级/册
高二年级〔选修8〕
教材版本
人教版
课题名称
Unit 4Grammar: the
ember the grammatica rue of the
1.
1.
eaning
e a ie
In Chinee:一言既出，驷马难追
e in time
In Chinee:流连忘返
知识讲解
〔难点突破〕
一、复习：
过去分词在句中可充当哪些成分？
1作定语；2作表语；3作宾补；4作状语。
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过去分词做状语同步课堂教学设计编写人：吴翔审批人：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。
2.作表语1）当“人”做主语时用过去分词作表语，表示主语的状态或思想感情等。
He seemed quite delighted at the idea.听到这个想法，他似乎很高兴。
2）过去分词作表语不要与被动语态混为一体。
分词作表语表示主语的状态，而被动语态则表示被动的动作。
比较：My glasses are broken.我的眼镜碎了。
(状态)My glasses were broken by my son.我的眼镜被我儿子摔碎了。
(动作)3. 作宾补1）过去分词用在表示“致使”含义的动词keep，leave，have，make, get等的后面。
They kept the door locked for a long time.他们把门锁了好长一段时间。
Don’t leave the windows broken like this all the time.不要让窗户一直像这样破着。
I have had my bike repaired.我让人修了修我的自行车。
I raised my voice to make myself heard.我提高了嗓门以便被人家听到。
2）过去分词常用在感官动词watch，notice，see，hear，listen to，feel，find等的后面。
When we got to school，we saw the door locked.当我们到学校时，我们看见门锁着。
We can hear the windows beaten by the heavy rain drops.我们可以听到大雨点敲打窗户的声音。
3）过去分词用在want，wish，like，expect，order等表示“希望，愿望，命令”这一类动词的后面。
The teacher wouldn’t like the problem discussed at the moment.老师不想此刻讨论这个问题。
I want the suit made to his own measure.我想要这套衣服照他自己的尺寸做My parents expected me （to be ）well-prepared for the entrance examination. 我父母希望我好好准备入学考试。
4）过去分词用在“with+宾语+宾补”这一结构中，过去分词与宾语之间是动宾关系。
The thief was brought in with his hands tied behind his back.小偷被带进来了，双手被反绑在后面。
With many brightly-colored flowers planted around the building，his house looks like a beautiful garden.周围种了许多色彩鲜艳的花，他的房子看上去就像一座漂亮的花园。
4. 作状语1）时间状语Seen from the hill，the park looks very beautiful.从山上看，这个公园非常美丽。
Don’t speak until spoken to.当别人和你讲话时，你才能讲话。
2）原因状语Touched by his teacher’s words，the boy cried.这个男孩被老师的话打动了，所以他哭了。
3）条件状语Given more time，we could do it much better. 多给我们点时间，我们会做得更好。
4）让步状语Though warned of the storm，the farmers were still working in the fields.虽然农民们已被告知将有风暴，但他们仍然在地里干活。
5）伴随状语The teacher entered the classroom，followed by a group of his students.老师走进教室，后面跟着一群学生。
过去分词作状语教学过程【观察】观察下列句子中的过去分词在句中做什么状语呢？（课件展示）1.Born in a poor family, he had only two yeas of schooling.2.Looked at from a distance, the hills resemble a sleeping woman.3.Given another chance , he will do better.4.The hunter left his house, followed by his dog5.Although tired, he went on working.答案：1.原因状语 2.时间状语3.条件状语4.伴随状语5.让步状语一．过去分词作状语,相当于一个状语从句。
例如When heated（When it is heated）, ice will be changed into water. （时间状语）Given advice by the famous detective（Since/ As she was given advice by the famous detective）, the young lady was no longer afraid. (原因状语)Given more attention（If they had been given more attention）, the cabbages could have grown better.（条件状语）Though tired out (Though he was tired out), he still kept working on his plan until it was finished.（让步状语The hunter left his house, followed by his dog（and he was followed by his dog）.（伴随状语）【重点提示1】当状语从句的主语与句子的主语一致，且谓语动词是系动词时，常省略从句主谓语，用过去分词作状语。
If invited, I will go to her party.When heated, water changes its form.Although tired, he went on working.【重点提示2】过去分词短语作状语时，必要时前面可加连词when, if, once, though, unless等，以表明作何种状语提升训练GROUP 1A. SeenB. SeeingC. To seeD. Being seen*1._______ from the top of the hill, the city was very beautiful.*2._______ from the top of the hill, we managed to get to the summit(顶点）. *3._______ from the top of the hill ,we found the city very beautiful. GROUP 2A. CompareB. ComparedC. ComparingD. To compare* 1. _______ the two countries, you will find they are similar in many ways.* 2._______ the two countries, and you will find they are similar in many ways. * 3._______ with English, Chinese has more learners.答案：Group1 1.A 2. C 3. BGroup2 1.C 2.A 3. B做此类题一要把握句意；二要考虑句子主语与非谓语动词的主被动关系。
做状语的非谓语动词形式 与主语关系及时间 与谓语动词 的先后关系to do 主动、将来的 在谓动之后发生doing 主动、进行 与谓动同时发生done被动、完成 在谓动之前发生 being done被动、进行 与谓动同时发生 having done主动、完成 在谓动之前发生 having been done 被动、完成 在谓动之前发生二．过去分词作状语时,过去分词的逻辑主语与句子主语一致。
反之，则用独立主格结构。
例如：比较：I t getting dark , I left in a hurry (独立主格)Caught by the policemen (Since he was caught by the policemen, the thief had to admit his crime.（分词作状语）句子改错：Being Sunday, the shops were closed.答案：Being Sunday 改为It being Sunday【重点提示3】过去分词做状语时，其逻辑主语一般情况下通常是句子的主语。