过去分词作定语和状语语法教案.doc
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。
过去分词作定语和状语解析
8. ______ not to miss the flight at 15:20, the manager set out for the airport in a hurry. A. Reminding （福建2009） B. Reminded
C. To remind
deliver our letters unless we chained
our dog. A. Being bitten C. Having bitten （北京2009） B. Bitten D. To be bitten
4. Michael’s new house is like a huge
1. ______ from the top of the tower, the
south foot of the mountain is a sea of
trees. A. Seen C. Having seen （陕西2010） B. Seeing D. To see
2. The experiment shows that proper
A 2）Mr．Smith，____ of the ____ speech，
started to read a novel．（北京春'03） A．tired；boring B．tiring；bored C．tired；bored D． tiring；boring 点拨：be tired of的意思是“厌倦……”，过去 分词短语在句中作原因状语，其逻辑主语是 句子的主语Mr．Smith；现在分词boring的 意思是“令人厌烦的”，修饰speech。
palace, ______ with his old one.
（重庆2009）
A. comparing
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。
过去分词做定语和状语课件
独立结构
独立结构指的是过去分词短语不依赖于任何从句，而是独立 地修饰名词或代词。这种结构通常表示一种状态或结果，强 调动作的完成。例如，“The broken window needs to be repaired.”（那个破碎的窗户需要被修理。）
独立结构有时也可以表示原因或条件，例如，“Given the limited time, we had to prioritize tasks.”（考虑到时间有 限，我们不得不优先处理任务。）
与其他定语形式的比较
与形容词做定语的区别
过去分词做定语主要表示被动动作或状 态，而形容词主要表示主动性质或状态。 例如，“the beautiful girl”中的 “beautiful”是形容词做定语，表示女 孩的性质是美丽的，而“the girl named Mary”中的“named”是过去分词做定 语，表示女孩的状态是被命名为Mary。
在省略结构中，过去分词短语可以省略掉某些成分，但必 须保证句子的完整性和清晰度。
05 练习与巩固
单项选题
总结词
考察基础概念
详细描述
提供多个包含过去分词做定语和状语的句子，要求选择正确的意思或符合语法规则的选项。
填空 题
总结词
应用实际语境
详细描述
根据句子语境，填入适当的过去 分词，使句子完整通顺。
结构辨析
过去分词做定语和状语在句子结构上 有所不同
过去分词做定语通常紧跟在修饰的名 词之后，而过去分词做状语则通常出 现在句首或句尾，修饰整个句子。
语境辨析
理解上下文语境对于区分过去分词做定语和状语至关重要
在阅读时，需要根据上下文语境来判断过去分词是作为定语还是状语，以准确理解句子的含义。
过去分词作定语和状语
过去分词作定语和状语过去分词作定语和状语过去分词是非谓语动词的一种形式，没有时态和语态的变化，它只是一种形式，从意义上讲，它具有完成和被动两大特点。
一. 过去分词作定语1. 过去分词作定语时，单个的过去分词或只带副词的单个过去分词作前置定语时，具有形容词的特性，一般放在被修饰词的前面。
a broken window, an honored guest, a retired teacher, the fallen leaves2. 过去分词修饰some/any/no + thing/body/one所形成的不定代词或指示代词those等时，或过去分词短语作定语时，要置于被修饰的名词之后。
They reduced the number of animals used in experiments.There is almost nothing changed since I left the town two years ago.3. 过去分词作定语时与定语从句的关系：（1）及物动词的过去分词可改为动词被动形式的定语从句。
lost time= time which is lost; a beaten team= a team which is beaten; a well-known writer= a writer who is well-known.（2）部分不及物动词的过去分词作定语时可改为动词完成式或表示状态的定语从句。
retired workers = workers who have retired; a sunken ship =a ship which has sunk二. 过去分词作状语过去分词作状语修饰谓语，大多说明动作发生的背景或情况，表示时间、条件、原因、伴随情况等。
一般说来，这一结构的逻辑主语是主句的主语。
Choked by the heavy smoke, he could hardly breathe. 他被浓烟呛着了，几乎不能呼吸了。
【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 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.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。
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。