过去分词作状语教学设计
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.
必修5unit3 过去分词作状语学案
过去分词作状语的用法归纳过去分词或过去分词短语作状语时，表示被动和完成，在句子中一般可以作时间、原因等。
1.时间状语Told that his mother was ill, Li Lei hurried home quickly. 李蕾得知母亲生病了时，马上赶回了家。
Seen from the moon, the earth looks green. 从月亮上看时，地球是绿色。
2.原因状语Broken down on the high way, his car was carried away by the police. 由于他的车在高速公路上坏了，于是被警察拖走了。
Satisfied with what he did, the teacher praised him in class. 由于老师对他所做的事情很满意，于是在班上表扬了他。
3.条件状语Given a few minutes, I’ll finish it. 再给几分钟的时间，我就会完成了。
Compared with you, I still have a long way to go. 跟你比较起来，我还差得很远呢。
4.让步状语Explained a hundred times, he still can’t understand it. 即使给他解释一百篇，她还是不会明白。
Trained ten hours a day, he will still be a fool. 即使每天训练十个小时，他也还会是个傻瓜。
5.结果状语He fell off a tall tree, his leg broken. 他从树上摔了下来，腿摔断了。
(from )。
The cup fell down to the ground, broken. 茶杯掉到了地上，破碎了。
注意：一般来说，不论是动词不定式作状语、-ing分词做状语，还是动词的过去分词作状语，其逻辑主语必须是句子的主语。
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。）
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。
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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 resemble a 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。
GUESS :V-ed作什么状语：Given another chance, he will do better. 条件Seen from the top of the hill , the city looked like a big garden. 时间Laughed at by many people, he continued his study. 让步Devoted to work, he paid little attention to the world around him. 原因Activity two:基础训练1. ____ more attention, the tree could have grown better.A. GivenB. To giveC. GivingD. Having given2. The computer center, ____ last year, is very popular among the students in thisschool.A. openB. being openedC. having openedD. opened3.____ in thought, he almost ran into the car in front of him.A. LosingB. Having lostC. LostD. To lose4.The plan is so designed that once ____ nothing can be done to change it.A. beginsB. having begunC. beginningD. begun5. ____ such heavy pollution already, it may now be too late to clean up the river.A. Having sufferedB. SufferingC. To sufferD. Suffered6. Though ____ of the danger， he still went skating on the thin ice.A. warningB. to warnC. warnD. warned7. ____, they ran out of the room.A. Being excited and happilyB. Exciting and happyC. Exciting and happilyD. Excited and happy8. Prices of daily goods ____ through a computer can be lower than store prices.A. are boughtB. boughtC. been boughtD. buying9. If ____ green， the door might look more beautiful.A. paintB. paintedC. paintingD. to paint10. Unless ____ to speak, you should remain silent at the conference.A. invitedB. invitingC. being invitedD. having invited（Because he was) lost in thought, he almost ran into the car in front of him. Though ( he was) warned of the danger， he still went skating on the thin ice. TIP ONE: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.TIP TWO: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.*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.GROUP 3A. To repairB. repairingC. Being repairedD. Having repairedE. Having been repaired*1. _______ this road already, the workers went to the next construction site . *2. _______ this road before the deadline, the workers have to work day and night. *3. _______ ,this road is not available at present.*4. _______ ,this road is now available again.*5.The workers are working day and night,_______ the road.Conclusion two（结论二）: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SUMMARY OF THIS CLASS（本课总结）Conclusion one（结论一）:过去分词短语可充当时间、原因、条件、让步状语,相当于时间、原因、条件、让步等状语从句。
Conclusion two（结论二）: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。