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。
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。
《过去分词作状语定》课件
Sitting at his desk, he was surrounded by piles of paperwork.
总结和应用技巧
过去分词作状语是表达时间、原因、结果和伴随关系的常用方式，根据语法规则灵活运用可提升语言表 达的多样性和流畅度。
过去分词作状语的语法规则
1 时间关系
表示时间顺序或先后关 系，如Once finished, she left.
2 原因关系
表示原因或结果，如 Being tired, he went to bed early.
3 方式关系
表示伴随状况，如He walked into the room, followed by his dog.
《过去分词作状语定》 PPT课件
本课件将介绍《过去分词作状语定》，包括过去分词的定义、作为状语的语 法规则以及其在时间、原因、结果和伴随状语中的应用。
什么是过去分词
形式以-edຫໍສະໝຸດ -en结尾的动词形 式，表示被动或完成的动 作。
功能
作状语、定语或补语，强 调动作发生在主语之前。
例子
broken, written, seen, eaten, taken
过去分词作结果状语
Achieve Happiness
Happily married, they set off on their honeymoon.
Face Consequences
Fired from his job, he struggled to find a new one.
Obtain Success
Studying hard, she earned top scores on her exams.
现在分词作状语,过去分词作状语,表语,宾补,定语
V-ing （现在分词）作状语v-ed/done(过去分词)作状语，表语，定语，宾补一．现在分词的形式形式主动形式被动形式否定形式一般式doing beingdone not doing/beingdone完成式havingdone having been done not having(been)done二．现在分词作状语辨析：动词的-ing 形式和动词不定式作结果状语的区别。
辨析：（1）动词的-ing 形式作结果状语通常表示自然而然的结果。
（2）动词不定式作结果状语通常表示意想不到的结果，常与only 连用，构成“only to do sth.”三．连词+动词的-ing 形式作状语，省略状语从句的主语和系动词be ，表示主动或者正在句子功能例句1.作时间状语，相当于when,while,as,after 等引导的时间状语从句Crossing the road,the old man was knocked over by a car.=When he was crossing the road,the old man was knocked over by a car.2.作原因状语，相当于as,because,since 等引导的原因状语从句Having eaten too much ,he couldn 't go to sleep.=Because he had eaten too much,he couldn't go to sleep.3.作条件状语，相当于if,once,unless 等引导的条件状语从句Using your head,you 'll find a good way.=If you use your head,you'll find a good way.4.作方式或伴随状语，相当于and 连接的并列谓语动词。
Four people entered the room looking around in a curious way.=Four people entered the room and looked around in a curious way.5.作结果状语，可扩展为有并列谓语的句子。
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。
Unit2语法-过去分词作定语、表语、宾补、状语课件课件-高中英语人教版(2019)选择性必修第四册
难点突破: V-ed和V-ing形式作表语的区别?
1. The result of the final English test was
rather __d_i_s_a_p_p_o_i_n_t_i.ng
He was very _d_isapp__o_in_ ted at the result
of the final test. ( disappoint ) 2. The _f_r_ig_h_t_e_n_i_n_g___man with an ugly black
(Ved)
1. From her _______ look, I knew she was
unsatisfied.
A. disappointing B. disappoints
C. to disappoint
D. disappointed
2. Hearing the tiger's _______ voice, she was so ___________. A. scared, scared B. scared , scaring C. scaring, scared D. scaring, scaring
3. 形容词化的过去分词:
_a_m__a_z_e_d_,_s_u_r_p_ri_s_e_d_,___________ _s_c_a_r_e_d_,_w__o_rr_i_ed__, _d_is_a_p_p_o_i_n_t_e_d_, _ _e_x_c_i_te_d__, _d_e_li_g_h_te_d_,__p_le_a_s_e_d__, ___ __s_at_i_s_fi_e_d_, _m_o_v_e_d_,_d_e_v_o__te_d_,_.._. ___
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。
知识点——过去分词(短语)做状语和定语PPT课件
过去分词（短语）做状语和定语 【典型例题】
1. The park ___ life in the days of King Arthur is one of the main
__ of the city.
A. modeling after, attraction B. is modeled after, attractions
D.
过去分词（短语）做状语和定语 【典型例题】
2. _____ to his work, the scientist didn’t get married all his life.
A. Devoted
B. Devoting
C. Devote
D. To devote
答案：A
解析：考查非谓语动词。句意为：由于专注于工作，那位科学
一、过去分词（短语）作状语 过去分词（短语）作状语，表示谓语动词的动作发生的背 景或情况，表示的动作是主语动作的一部分，与谓语表示 的动作或状态几乎是同时发生，或是先于谓语动词的动作 发生，它的逻辑主语与句子的主语一致。过去分词作状语 一般都用逗号同其它成分隔开，在意义上相当于一个时间 状语从句。过去分词（短语）作状语可以表示时间、原因、 条件、让步、方式、伴随等。
Learning Is To Achieve A Certain Goal And Work Hard, Is A Process To Overcome Various Difficulties For A Goal
过去分词（短语）做状语和定语 【知识点解析】
4.作方式或伴随状语时，一般不能用状语从句替换， 但可以转换成并列分句或非限制性定语从句，可 位于句首或句尾。例如： Surrounded by his students, the professor sat there cheerfully. (= The professor was surrounded by his students and sat there cheerfully.)
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。
过去分词做定语和状语优秀课件
a computer can be lower than store
prices.（2002春招）
A. are bought
B. bought
B.C. been bought D. buying
过去分词作定语与其它非谓语形式的 区别： 1. 过去分词done表示被动和完成； 2. 现在分词的主动式doing表示主动的、 正在进行的动作； 3. 现在分词的被动式being done表示被动 的、正在进行的动作； 4. 不定式的主动式to do表示一个将要发生 的主动动作； 5. 不定式的被动式to be done则表示一个 将要发生的被动动作
▪ 6. The vehicle mentioned in the book is unknown to me.
▪ 7. The castle built in 1432 is under repair.
状语(adverbial)是修饰动词，副词，形容词或 整个句子的，常由副词或相当于副词的短语或 从句担任，修饰动词时，可置于动词之前，亦 可置于动词之后；修饰形容词或副词时，常置 于它们之前。可分为时间状语，地点状语，方 式状语，程度状语，目的状语，原因状语，结 果状语，条件状语，让步状语，频率状语等。 例如：
1.Tom runs quickly. 2.The book is well worth reading. 3.He gets up at five every morning. 时间状语 4.The boys are playing on the playground.
▪ 3. Now combine these two sentences using the past participle as the attribute.
过去分词作定语和状语 (1)
过去分词作定语和状语过去分词有两个显著的特点，即：从时间上讲，表示动作已经完成；从语态上讲，表示被动的概念，但是如果是不及物动词用作过去分词形式，则只表示时间上的过去，而没有被动意义。
过去分词在句中通常可以作表语、补足语、定语或状语.一、过去分词作定语1. 过去分词作定语时，单个分词一般放在名词之前，分词短语放在名词之后。
Her job was to take care of the wounded soldier .We are doing our written exercises .The machine run by the old worker is made in Shanghai.过去分词作定语时, 它的作用相当于一个定语从句。
This will be the best novel of its kind ever written.=Who were the so-called guests invited(= ) to your part last night?注意：如果被修饰的词是由every/some/any/no + thing/body/one所构成的不定代词或指示代词those等时，即使一个单一的分词作形容词用，也要放在被修饰词的后面。
例如：Is there anything unsolved?There is nothing changed here since I left this town.2. 表示情感的动词的过去分词由表示情感或心理状态的动词的过去分词作定、语时，通常不可以修饰无生命物，有些过去分词已经完全形容词化，常见的这类过去分词有：disappointed, moved, interested, touched. surprised, shocked, puzzled, frightened等。
a frightened driver 吓坏了的司机a disappointed girl 感到失望的女孩3. 不及物动词的过去分词作定语时只表示动作的完成，而没有被动语态的意义。
《过去分词做状语》课件
过去分词做状语的分类
时间状语
表示动作发生的时间， 如“Having finished his homework, he
went to bed.”
条件状语
表示动作发生的条件， 如“Given more time, they could have done
better.”
方式状语
表示动作发生的方式， 如“She left the room,
注意事项
过去分词短语做时间状语通常放在句首，强调某个动作或状态发生 在主句动作之前。
过去分词做条件状语
条件状语的定义
01
表示某个动作或状态发生的条件。
过去分词做条件状语的例子
02
Given more time, they could have done better.（如果给予
更多的时间，他们本可以做得更好。）
注意事项
03
ቤተ መጻሕፍቲ ባይዱ
过去分词短语做条件状语通常放在句首，强调某个动作或状态
发生的条件。
过去分词做原因状语
原因状语的定义
表示某个动作或状态发生的原因。
过去分词做原因状语的例子
Feeling tired, she decided to take a nap.（由于感到疲劳，她决 定小睡一会儿。）
注意事项
过去分词短语做原因状语通常放在句首，强调某个动作或状态发生 的原因。
学习建议与展望
总结：学习过去分词做状语需要多加练习和运用，同 时要注意总结归纳和避免常见错误。
学生可以通过阅读英文原著、写作练习和语法练习等 方式来提高对过去分词做状语的理解和运用能力。同 时，要善于总结归纳，对于常见的错误和难点要特别 留意，并积极寻求解决方法。未来，随着英语教育的 不断发展和国际化程度的提高，过去分词做状语等高 级语法知识将会更加受到重视，希望学生们能够把握 机会，努力学习，不断提高自己的英语水平。
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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。