过去分词作状语.docxVIP

The Past Participle as the Adverbial Teaching design 王振宁 1 .教材分析(the analysis of teaching material) This teaching period mainly deals with the grammar: The Past Participle as the Adverbial. And let students do some exercises to consolidate it. 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. 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 correctly. 能力目标(Ability aims) Enable students to use the past participle as the adverbial correctly and properly. 情感目标(Emotional aims) Get students to become interested in the grammar learning. Develop students9 sense of group cooperation. 教学重点和难点(teaching important points and difficult points) Get students to learn and consolidate how to use the past participle as the adverbial. Get students to use this grammar in their compositions. 教学过程(Teaching procedures) Step 1.Greetings as usual Step2.Attendance checkRevision Invite 4 students to recite what they have learned yesterday. Step3.Presentation ?Lead-in The stolen bike belongs to Jack. 2.The glass is broken. Mary heard her name called by a stranger. Given more time, we would be able to do the work much better. ②Find some sentences which used the same grammar in Unit 3 and have a discussion ?Practice and make the summary Summary 1:过去分词(短语)做状语，过去分词与句子的主语之间构成 关系。 Summary 2:过去分词(短语)可在句子中做时间、原因、条件、让步、伴随等 状语，相当于一个状语从句或是一个并列句(伴随状语时)。 Summary 3: 过去分词作状语表示 或 的动作，相当一个状语从句。 过去分词作状语时其 与 要保持一致。 ?Important and difficult points 如果句子的主语和分词是主动关系，用 ,句子的主语和分词是被动关 系，用 。 不表被动的特殊情况： 有些过去分词因来源于系表结构，作状语时不表被动而表主语的状态，如 seated,hidden,born,dressed inJost / absorbed in,based on. 由某些动词后面加-cd转化来的形容词也具有此用法。如：frightened, satisfied, tired, worried 等。 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 v-ing,被动用 v-edoHaving done 表主动的先后,(Having)been (done) 为被动，千万要牢记。 ?Practi