高二英语CommunicationWorkshop教案。

一名优秀的教师在教学方面无论做什么事都有计划和准备，作为高中教师就要精心准备好合适的教案。教案可以让学生更好地进入课堂环境中来，帮助高中教师掌握上课时的教学节奏。那么如何写好我们的高中教案呢？下面的内容是小编为大家整理的高二英语CommunicationWorkshop教案，大家不妨来参考。希望您能喜欢！

高二英语CommunicationWorkshop教案
CommunicationWorkshop
教材分析
本课是第14单元的CommunicationWorkshop。本课主要是运用本单元学习的话题、词汇和结构进行写作和听说的练习。
本课话题为阅读招聘广告和根据广告内容写求职信,与学生的实际生活联系紧密，实用性很强。本课的口语表达也与学生感兴趣的职业相关，话题接近生活，学生会比较感兴趣。
本课计划分两个课时完成，第一课时重点是写作，第二课时重点是听和说。
可用资源Writinghelp。

教学内容
1.复习本单元所有话题词汇。
2.了解招聘广告和求职信的格式，练习写求职信。
3.以演讲或采访的形式谈论与职业有关的话题。
4.听一首英文歌曲,提取关键信息。

第一课时
FirstPeriod
(Writing)
教学目标
本课结束时，学生能够：
读懂一则招聘广告和一封学生的求职信；
了解求职信的格式；
运用所学的词汇和结构根据招聘广告中的内容写一封求职信。评价手段:
评价手段:
小组评价
教学过程
教学活动
Activities设计意图
Intentions互动模式时间
IPtime
Lead-in
Step1TgetstheSstoreviewthewordsaboutjobsinthisunit.
[PPT3]回顾有关职业的词汇。
CW
2’
Step2TaskstheSshowtoapplyforthejob
[PPT4-5]引入如何申请职位---写求职信。
CW
2’
Preparations
Step3SsreadtheadvertisementandtheletterofapplicationthenanswerthequestionsonPage30.
[PPT6-10]学生们阅读回答问题了解招聘广告和求职信的内容。IW
6’
Step4Ssreadeachpartoftheapplicationletter,understandtheirfunctionsandthenmatchtheheadingswiththepartstheyhaveread.
[PPT11–16]
[学案I-1]学生做连线找每段标题的活动，了解招聘广告和求职信的结构。CW
5’
Step5Sslookattheunderlinedwordsandanalyzethefunctionsofthelinkingwordsanddealwiththeusefulexpressionsoflinkingwords.
[PPT17-19]明确连词在文章中的作用。CW
3’
Writing
Step6TexplainsthetasktotheSs---Writinganapplicationletter.
[PPT20]明确布置任务，使所有学生都清楚要写求助信。CW
1’
Step7Ssworkingroupsof4,thinkingofwhatpersonalitiesaresuitableforthejobs,discussingwhatpersonalitiesaresuitableforthejobandhowtoapplyforthejob.Eachchoosesonejobtheyareinterestedin.
[PPT21-30]
[学案I-2]复习描述人的个性的词汇,组织学生讨论阅读课文招聘广告中的几个职位所需要的性格特点,选择并确定写作的内容。GW
4’
Step8SswriteasimpleCV,andthenwritenotesabouttheirreasonsforapplyingforthejob,theirpersonalities,qualificationsandpracticalskills.
[学案I-3]学生思考,并准备好写作的素材。IW
5’
Step9Ssplantheirparagraphsliketheapplicationletteraboveandwritedowntheirideasforeachpart,usingthelinkingwords.
RefertoWritingHelp1onPage90.
[PPT31]
[学案I-4]学生写作实践:应用所学内容,写一封求职信IC
12’
Step10SsreadtheirapplicationlettertoeachotherandtaketurnstoaskquestionsasthepartofTALKBACKonP31.
[PPT32]学生相互交流。CW
3’
Step11Homework.
1.Polishuptheirwritingofapplicationletter.
2.DotheexercisesintheLanguagePowerP74Exx.1and3.
[PPT33]

第一课时学案
Unit14CommunicationWorkshop
I.Writing:Aletterofapplication
1.Layout
1)Heading
2)Body

3)Ending
2．Wordsaboutpersonalities
______________________________________________________________________________________________________________________________________________________________
Wordsandexpressionsaboutone’sexperience
______________________________________________________________________________________________________________________________________________________________
Wordsandexpressionsaboutqualification
______________________________________________________________________________________________________________________________________________________________
3.Sentencepatterns
Paragraph1Simplystateyourreasonsforwriting.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph2Explainwhyyouareinterestedinthejob.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph3Giveexamplestoshowyourpersonalqualitiesandexperiences.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph4Writeaboutyourqualificationsandpracticalskills.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Formalending
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4.Yourletterofapplication
______________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_______________________________________________________________________________

第二课时学案
II.Listening:ASong
Fillintheblanks
Ifyoucouldreadmymindlove,
Whata_____mythoughtscouldtell,
Justlikeanoldtimemovie,
‘boutaghostfromawishingwell,
Inacastledarkorafortressstrong,
With________uponmyfeet.
Youknowthatghostisme,
AndIwillneverbe_______________,
___________I’maghostthatyoucan’tsee.
IfIcould______________love,
Whatataleyourthoughtscouldtell.
Justlikeapaperbacknovel,
Thekindthedrugstoressell.
Whenyoureachthepart_________theheartachecomes,
Theherowouldbeme.
Butheroesoften_______,
Andyouwon’treadthatbookagain,
Becausetheending’sjust_______________.
I’dwalkawaylikeamoviestar,
Who____________inathreewayscript,
Enternumbertwo,
Amoviequeentoplaythescene,
Of________allthegoodthings_____inme.
Butfornowlove,let’sbereal.
IneverthoughtIcouldfeelthisway.
AndI’vegottosaythatIjustdon’tgetit
Idon’tknowwherewe_____________,
Butthefeeling’sgone.
AndIjustcan’tgetitback.
Ifyoureadmymindlove,
Whatatalemythoughtscouldtell,
Justlikeanoldtimemovie,
‘Boutaghostfromawishingwell,
Inacastledarkorafortressstrong,
Withchainsuponmyfeet.
Butstoriesalwaysend,
Andifyou________________________,
You’llknowthatI’mjusttryingtounderstand,
Thefeelingsthatyou______.
IneverthoughtIcouldfeelthisway
AndI’vegottosaythatIjustdon’tgetit
Butthefeeling’sgone,
AndIjustcan’tgetitback.

精选阅读

CommunicationWorkshop教案

英语：Unit1CommunicationWorkshop教案（北师大版必修1）
Teachingaims:
Tolearntherightformofletter
Towriteapersonalletter
Toreadapersonalletterandmatchparagraphsandtopics
Teachingcourse:
ⅠWarmup
T:Communicationisveryimportantinourlife.Weneedtocorporateinourwork,exchangeourideaorourfeeling----everythinginhumansociety.Thinkaboutwhatkindsofcommunicationweneed.
S:bodylanguage,talkbytelephone.Sende-mail,writealetter
T:Thoughtherearemoremodernmeansofcommunication,stillwritinglettersisthoughtagoodwaytoconnectpeople.It’sconvenientandespeciallyforthingspeoplewouldnottosaydirectly.Doyouthinkso?
S:
T:Youaretolearnhowtowritealettertosomebody.Now,first,readtheletterbyWangYingandthentrytowritetosomeoneinEnglish.
ⅡReading
Dotheexercise1.ReadWangYing’sletter.Matcheachparagraphwithoneofthefollowing
areasontoendtheletter
●questionsabouttheotherperson
●informationaboutWangYing’slife
●sayingwhoareyou
Inordertohelpstudentstounderstandthetexttheteachercanaskstudentstolistentothetapethemanswerthefollowingquestions
1.WhomdoesWangYingwriteto?
2.Whenweretheyfriends?
3.Howmanyyearshaven’ttheyseeneachother?
4.FromwhomdidWangYinggetFangLan’saddress?
5.WhatjobdidFangLanwanttochooseinthepast?
6.WhatisWangYingstudyingnow?
Showaslidetoteachstudentstheformofletter
Writealettertosomeone.Followthesteps:
1.Makeaninformationcardaboutwhatyouaregoingtowrite..
1).Aboutthepersonyouarewriting
2).Aboutyourself
Howtowriteaddressontheenvelope(showslides)
ⅢSpeaking
Dotheexercise2
Studentscopythetableintotheirnotebooks
Studentslistentothecassetteandcompletethetable
Playthecassetteagain,pausingforstudentstochecktheiranswer
Dotheexercise3
Playthecassetteagain,pausingaftereachquestionforstudentstowritethequestiondown
Whenstudentshavewrittenthequestions,playthecassetteagainsotheycanmarktheintonationupordown.
ⅣHomework:
Writealettertoyourselvesin20years.Talkaboutanythingyouwantto.Makesurethereisanenvelopalongwith.
Step1Whoareyougoingtowrite?whoareyou?
Step2Questionsabouttheotherperson
Step3Whatareyoudoingnow?
Step4Areasontoendyourletter.
Step5Signoff(bestwishesyourname)

Unit7TheSea-CommunicationWorkshop教案

俗话说，居安思危，思则有备，有备无患。作为教师就要精心准备好合适的教案。教案可以让学生更好地进入课堂环境中来，帮助教师缓解教学的压力，提高教学质量。优秀有创意的教案要怎样写呢？下面的内容是小编为大家整理的Unit7TheSea-CommunicationWorkshop教案，相信能对大家有所帮助。

Unit7TheSea-CommunicationWorkshop教案

Objectives
■Towriteareportaboutatouristattraction.
■Topractiseusinglinkingwordsofcontrast.
■Toprepareforandtakepartinapublicdebate.
■Topractisegivingopinions.
■Tolistentoasongandunderstandit.
■Topractiseusingvocabularyconcerningtheenvironment.

Resourcesused
Cassette,WritingHelp1,leafletsoftouristattractionsinthearea.

Possibleproblems
Somestudentswillbemorecomfortablewiththepublicdebateactivitythanothers.Trytoensurethatallstudentshavearolethattheycanmanagesuccessfully.

Background
ThemodelreportshowsthestyleofreportsinBritishEnglish:useofformallanguage,useofnumbersandletterstooutlinethemainandsubsidiarypoints,clearstructurewithastatementofthingsinfavour,astatementofthingsagainstandaconclusion.
GavinSutherlandwrotethesong‘Iamsailing’anditbecamepopularwhentheScottishsinger,RodStewart,sangit.DolwynBayisaninventedplace.

Routesthroughthematerial
.Ifyouareshortoftime,omittheTalkbackstageofthewritingandspeakingworkshops.
.Ifyouhavetime,studentscandotheOptionsactivities.
.Ifyouhavetwolessonsforaunit,thenaturalbreakisafterthewritingactivity.

LanguagePower:pages62-63.

Writing:AReport

Beforeyoustart

Exercise1
■Gothroughthefirstexamplewiththestudents.
■Studentsthenworkinpairs,makingcommentsabouttheaquarium.
■Studentscanthenmakesimilarcommentsabouttheirtownortheirschool.

Exercise2
■Readtheinstructionsandmakesurestudentsunderstandthetask.Explainthatstudentsdonothavetounderstandeverywordtocarryoutthetask.
■Studentsreadthereportandmatchtheparagraphswiththeheadings.
■Checkstudents’answers.
Answers
1generaldescription2listofgoodpoints3listofbadpoints4conclusion

■Pointouttheheadingofthereport:Whatinformationdoesitgive?Howisthisheadingdifferentfromthatofaformalletter?Makestudentsawareofhowclearlytheinformationisrecorded.Agoodreportshouldhaveaveryclearstructureanduseveryclearlanguage.

Stage1
■Ifyouhaveanyleafletsabouttouristattractionsinthearea,bringthemtoclassandusethemtoelicitalistoftouristattractions.Writethemontheboard.
■Ingroups,studentsdiscusswhichoftheattractionstheylikebest.Tellthemtoconsiderthesortofpeoplewholiketheattraction(adults?children?families?),thebesttimeofyeartovisittheattraction,etc.
■Eachmemberofthegroupchoosesoneattractiontowriteabout.Tellstudentsthattheycaninventanattractioniftheywish.

Stage2
■Readthelistofgoodandbadpointsabouttheaquariumwiththeclass.
■Studentsworkindividually,listingthegoodandbadpointsoftheattractiontheyhavechosen.Tellstudentstheyneednothaveanequalnumberofgoodandbadpoints.Goroundandassistwithideasornewvocabularyifnecessary.

Stage3
■ReferstudentstoWritingHelp1foradviceonlayout,vocabularyandlinking.
■Studentsplanthefourparagraphsofthereport.
■Studentsthenwritetheheadingandthefirstdraftofthereport.

Stage4
■Studentschecktheirdrafts.ReferthemtoWritingHelp1(checking).Theyshouldalsousetheirownwritingchecklistbasedonthemistakestheyhavemadeinpreviouswritingtasks.

Talkback
■Ingroups,studentsreadeachother’sreportsanddiscusswhethertheyagreewiththeopinionsandconclusionsinthereports.
■Readtheexampleofhowtoreporttheconclusiontotherestoftheclass.
■Onememberofeachgroupreportssomeofthegroup’sconclusions.
Speaking:PublicDebate

Beforeyoustart

Exercise1
Usefulvocabulary:coastal,wildlifepark,oilrefinery.
Studentsshouldbeabletoguessthegeneralmeaningofthesewordsfromthecontext.
■StudentsreadthetextaboutDolwynBay.
■Checkstudentsunderstandingoftheusefulvocabularyandasksomecomprehensionquestions,e.g.Howmanypeoplelivethere?(8,000)Aretherealotofyoungpeoplethere?(no)WhatnewindustrywilltherebeinDolwynBayinthefuture?(oilindustry).

Exercise2
■Tostartstudentsthinking,youmaywishtoelicitoneortwoprosandconsofbuildingabigoilrefineryinDolwynBaybeforestudentsworkinpairs.
■Inpairs,studentsdiscussandlisttheprosandconsoftheplanstobuildabigoilrefineryinDolwynBay.
■Thepairsthenreportbacktotheclassandseewhether,overall,therearemoreprosormorecons.

Exercise3
■Studentsreadthroughthelistofpeopleandthenlistentothecassette.
Answer
theownerofafishingboat
Tapescript
Speaker:Imtotallyagainsttheplan.Ithinkitwillbeadisasterforthelocalarea.Foronething,itwillbeterribleforfishinginthearea.Theoilrefinerywillpollutetheseaandwewontbeabletofish.Itsdifficultnow,butthiswillbetheendofthefishingindustry.Itwouldbemuchbetterifweputmoremoneyintothefishingindustry.Forexample,weneedmoneytobuildnewfishingboats.

■Playthecassetteagain,pausingittocheckstudentsunderstandingofdisaster,pollutethesea.

Stage1
KeyWords
business,development,environment,fishingindustry,jobs,marinelife,noise,oilrefinery,pollution,traffic,(un)employment,wildlife
■GothroughtheKeyWordswiththeclass,askingstudentstotranslatethemorputthemintoasentenceinEnglish.
■Lookatthenotesforthelocalshopkeeperwiththeclassandseeifstudentscanaddanymorepointstosupporthispointofview.
■Ingroups,eachstudentchoosesarolefromthelistinExercise3andwritesnotesabouthis/heropinionsoftheplans.

Stage2
■ReadtheFunctionFilewiththeclass,drawingstudentsattentiontotheuseofstresstogiveemphasistoyouropinion,e.g.Iamtotallyagainsttheplan.
Studentspractiseontheirown,givingtheiropinionsandstatingtheircase.

Stage3
■Readthroughtheexamplewiththeclassandpointouthowonespeakerstateshis/hercasebeforethenextspeakeragreesordisagreesandthengoesontostatehis/hercase.
■Remindstudentsthatthisisa‘publicdebate’,notaninformalconversationamongfriends.Eachpersonisallowedtofinishwhattheywanttosaybeforethenextpersonspeaks.Ifyouwish,eachgroupcanappointachairpersontocontrolthedebate.(Thechairpersonthengiveshis/heropinionsasamemberofthecommunityattheverybeginningofthedebate).
■Ingroups,studentstaketurnstogivetheiropinions.Wheneveryoneinthegrouphasspoken,thegrouphasageneraldiscussionandtriestoreachagreementabouttheplansforDolwynBay.

Talkback
■Eachgroupreportsbacktotheclass,sayingwhatplanstheyagreedon.

Listening
■Studentsreadthroughthetextandguessthemissingwords.
■Thentheylistentothesongandcompletethetext.
AnswersandTapescript
Iamsailing,Iamsailing,homeagain,acrossthesea.
Iamsailing,stormywaters,tobenearyou,tobefree.
Iamflying,Iamflying,likeabird,acrossthesky.
Iamflying,passinghighclouds,tobewithyou,tobefree.
Canyouhearme?Canyouhearme?Throughthedarknight,faraway.
Iamdying,forevercrying,tobewithyou,whocansay?
Wearesailing,wearesailing,homeagain,acrossthesea.
Wearesailing,stormywaters,tobenearyou,tobefree.

■Playthesongagainandaskfurtherquestions:‘Whatisthesituationinthesong?Whereisthepersongoing?Whoishegoingtosee?Isthepersonreallysailing?’
■Inpairs,studentsdiscusswhatimagesareusedtoexpresstheideaof‘returning’(sailing/flyinglikeabird),‘feelingunhappy’(crying/dying),‘havingdifficulties’(stormywaters).
■Studentsthendiscussanyothersongstheyknowaboutthesea?Carethesesongsusuallysloworfast?sadorhappy?

Options
Practice
Ingroups,studentsprepareareportabouttheplanstobuildabigoilrefineryinDolwynBay.Tellthestudentsthereportisforthelocalgovernmentauthorityandiswrittenafterthepublicdebatetheyhavejusthad.
Extension
Ifthereareanydevelopmentplanscurrentlyaffectingthestudents’ownregionorcountry,theprosandconsoftheseplanscanbediscussedinclass.

Unit6Design-communicationworkshop教案

Unit6Design-communicationworkshop教案

Teachingaims:

Topractiseusinglinkingwords(sothat)expressingreason

Todesignandwriteadescriptionofyourperfecthouseorflat

Tolistentoandunderstandasong

Todescribeanddiscusspaintingandhouse.

Teachingdifficulties:

Todesignandwriteadescriptionofyourperfecthouseorflat

Todescribeanddiscusspaintingandhouse.

Ⅰbeforeyoustart

Firstaskthestudentstoreadthesentencetogether

Infrontofmyhouse,thereisasmallpondsothatIcanswiminitinthesummer.

Whatdoes“sothat”express?

Showreasonsfordoingsomething.

Dotheexercisetofurtherpractiseusingsothat

Usethenotestowritesentenceswithsothat

ⅡWriting

Stage1vocabularyabouthouses

Designyourhouseorflat.Thinkaboutthesethings:

Encouragestudentstothinkofwordsaboutthehouseasmanyaspossible.

Kindofhouse/flat:traditionalhouses,modernflat,

Materials:brick,stone,concrete,wood,steel,glass.

Rooms:study,dinningroom,kitchen,livingroom,basement,garage,bathroom,balcony.

Location:inthemiddleofforest.,belocatedatthefootofmountain,buildontheriver.

Special:ayardwithabeautifulgarden,thehouseisn’tfarawayfromthesea.

Stage2Useyourideastomakeparagraphplans

Para1:introduction–location/kindofhouse/flat.

Para2:rooms–whatrooms,wheretheyare

Para3:specialfeaturesofthehouse/flat

Para4:conclusion–whyyouwanttolivethere.

Itisnecessarytohavestudentsfirstreadthearticleonpage91

Stage3workinpairs.

Giveyourplanstoyourpartneranddiscussyourideas

Stage4Writethecompositionabouthouseaccordingtotheaboveparagraphs

Talkback

Ingroups,readeachother’sdescriptions.Choosethehouse/flatwiththebestdesign.

ⅢListening

Readthroughthewordswiththeclass

Studentsthenlistentothesongtohearwhichwordsarementioned.

ⅣListeningandspeaking

Listentothedialogue.Whatkindofpaintingaretheytalkingabout?

Listenagain.CompletetheexpressionsintheFunctionFile

ReadtheStrategies

Lookatthepaintingabove.writenotesaboutthesequestions:

ⅤHomework:writing

Writeacompositionaboutyourschool

高二英语Scienceversusnature教案

高二英语Scienceversusnature教案
Verb-edform
一、V-ed分词具有形容词和副词性质，在句中可充当定语、表语、宾语补语、状语。
1．作定语
过去分词作定语，表示已经完成的被动的动作或状态,但不及物动词构成的过去分词只表示完成，而不表示被动意义。
例如：完成+被动：apollutedriveralockedroomawell-educatedman
只有完成：aretiredworkerafallenleafboiledwater
作定语的V-ed分词也有前置和后置两种情况。单个过去分词作定语，常常位于被修饰的名词前；而过去分词短语作定语时，常常位于被修饰的名词后面，相当于一个定语从句。
Eg.1).Youshouldimproveyourspoken(speak)English.
2).What’sthelanguagespoken(speak)inthatarea?
=.What’sthelanguagewhich/thatisspoken(speak)inthatarea?
3).Thefiremenweretryingtorescuethepeopletrappedinthefire.
=Thefiremenweretryingtorescuethepeoplewhowastrappedinthefire.
4).Themeeting,attendedbyonethousandstudents,wasasuccess.
=Themeeting,whichwasattendedbyonethousandstudents,wasasuccess.
2．作表语
作表语的V-ed分词大多转化成为形容词，通常用于联系动词之后（例如be,seem,appear,look,sound,feel,remain,stay,become,get等），表示主语所处的状态
1).Edisonbecameinterested(interest)insciencewhenhewasveryyoung.
2).Shelooksveryexcited(excite)atthenews.
3).WhenIwascleaningthewindow,myfingergotcut(cut)unexpectedly.
3．作宾语补足语
如果宾语与后面作宾补的动词构成被动关系，则使用V-ed分词作宾补。可以带V-ed分词作宾补的词有：with,see,watch,observe,notice,lookat,hear,listento,feel,sense,find,leave,keep,get,have,make.
1).Ihadmymoneystolen(steal)onthebus.
2).AsheknowslittleEnglish,hefindsitdifficulttomakehimselfunderstood(understand).
3).Inthemorning,peoplewokeupandfoundtheworldoutsidetheirhousescompletelychanged(change).
4．作状语
作状语的V-ed分词与主句之间常有逗号隔开,在句中可表示时间,原因,条件,让步,伴随等情况,并可转化为相应的状语从句。作状语的V-ed和主句的主语常有被动关系。
1)时间状语
Seenfromspace,theearthlooksblue.
=Whentheearthisseenfromspace,itlooksblue.

Askedwhathadhappened,heloweredhishead.
=Whenhewasaskedwhathadhappened,heloweredhishead.
2)原因状语
Bornintoapoorfamily,hehadonlytwoyearsofschooling.
=Ashewasbornintoapoorfamily,hehadonlytwoyearsofschooling.
Becausetheyweremovedbythestory,theydecidedtohelpher.
=Movedbythestory,theydecidedtohelpher.
3)条件状语
Givenmoretime,wearesuretofinishit.
=Ifwearegivenmoretime,wearesuretofinishit.
Comparedwithotherprofessors,sheisanexcellentspeaker.
=.
4)让步状语
Laughedatbyeverybody,hehadmysympathy.
=Thoughhewaslaughedatbyeverybody,hehadmysympathy.
Eventhoughhewasdefeatedbyhisopponent,hestillisaheroinmyheart.
=Defeatedbyhisopponent,hestillisaheroinmyheart.
5)伴随状语
Theboysatatthetableburiedinhishomework.
=Theboysatatthetableandhewasburiedinhishomework.
Thegirllayinbedlostinthought.
=Thegirllayinbedandshewaslostinthought.
Iwillspendthenightlocked(lock)inyourroom.
Shelefttherestaurant,disappointed(disappoint)withthebadservice.
二、转化为形容词的V-ed
有一些过去分词已转化为形容词,失去被动意义,仅表状态。如:hidden,dressed,lost,seated,determined,absorbed,injured,based,surprised,satisfied,bored,tired…
e.gWhatmadeyousofrightened?
Thedog,boredwiththegame,willnotplayanymore.
=Thedog,whichisboredwiththegame,willnotplayanymore.
Muchinterested,heagreedtogiveitatry.
=Ashewasmuchinterested,heagreedtogiveitatry.
Seatedinthecar,thePresidentwavedtothecrowd.
=Whilehewasseatedinthecar,thePresidentwavedtothecrowd.
三、连词+V-ed
过去分词有时和连词(when,while,whenever,until,if,unless,once,though,
although，eventhough/if)一起用，相当于状语从句的紧缩式。
（注意：before/after后不直接跟V-ed分词，而用before/after＋beingdone,因为此时分词前的before/after是介词。）
Ifaccepted(accept)forthispost,youwillbeinformedbyMay1st.
Unlesschanged(change),thislawwillmakelifedifficultforfarmers.
Iwillnotgiveupmyplaneveniftold(tell)to.
Thesemachinesmustbecheckedbeforebeingused(use).

四、tobedone,beingdone,done,havingbeendone作定语的区别：
以上四种形式都表示被动，都可作定语。tobedone表示即将被…;beingdone表示正在被…;done表示被做过了…;havingbeendone作非限制性定语，和被修饰词用逗号隔开,强调在谓语动词的动作之前完成。
Thequestiontobediscussed(discuss)tomorrowinvolvespollution.
Thequestiondiscussed(discuss)yesterdayinvolvespollution.
Thequestionbeingdiscussed(discuss)nowinvolvespollution.
Thequestion,havingbeendiscussed(discuss)foryears,involvespollution.
五、done,havingbeendone作状语的区别：
beingdone一般在句中不作状语,而用done代替之。havingbeendone强调动作在谓语动作之前完成,或已经持续一段时间的动作,常用作时间和原因状语,done则不强调时间先后和持续一段时间。
Led(lead)bythelocalguide,wewentfurtherintotheforest.
Havingbeentaken(take)goodcareofforhalfayear,thepatientbecamefarbetter.
Havingbeentranslated(translate)intomanylanguages,thenoveliswell-knownthroughouttheworld.

练习：
1.Themanagersdiscussedtheplanthattheywouldliketosee_______thenextyear.
A．carryoutB．carryingoutC．carriedoutD．tocarryout
2.AswejoinedthebigcrowdIgot_________frommyfriends.
A.separatedB.sparedC.lostD.missed
3.Itshamesmetosayit,butItoldaliewhen______atthemeetingbymyboss.
A.questioningB.havequestionedC.questionedD.tobequestioned
4.Youshouldunderstandthetrafficrulebynow.Youvehadit____oftenenough.
A.explainingB.toexplainC.explainD.explained
5.Theresearchissodesignedthatonce_____nothingcanbedonetochangeit.
A．beginsB．havingbegun　?C．beginningD．begun
6._____inthemountainsforaweek,thetwostudentswerefinallysavedbythepolice.
A.HavingbeenlostB.LostC.BeinglostD.Losing
7.______inawhiteuniform,helooksmorelikeacookthanadoctor.
A.DressedB.TodressC.DressingD.Havingdressed
8.Isatbeforethedeskuntilaftermid-night,_____inwriting.
A.beingabsorbedB.absorbedC.tobeabsorbedD.absorbing
9.Lawsthatpunishparentsfortheirlittlechildren’sactionsagainstthelawsgetparents________.
A.worriedB.toworryC.worryingD.worry
10.______withthesizeofthewholeearth,thebiggestoceandoesnotseembigatall
A.CompareB.WhencomparingC.ComparingD.Whencompared
11.When______differentcultures,weoftenpayattentiononlytothedifferenceswithoutnoticingthemanysimilarities.
A.comparedB.beingcomparedC.comparingD.havingcompared
12.______intouseinApril2000,thehotlinewasmeantforresidentsreportingwaterandheatingsupplybreakdowns.
A.PutB.PuttingC.HavingbeenputD.Beingput
13._________bythebeautyofnature,thegirlfromLondondecidedtospendanothertwodaysonthefarm.
A．AttractingB．AttractedC．TobeattractedD．Havingattracted
14.Whenfirst______tothemarket,theseproductsenjoyedgreatsuccess
A.introducingB.introducedC.introduceD.beingintroduced
15.____andhappy,Tonystoodupandacceptedtheprize.
A.SurprisingB.SurprisedC.BeingsurprisedD.Tobesurprising
16.Isthisthewatchyouwish_____?
A.tohaverepairedB.torepairitC.tohaveitrepairedD.willberepaired
17._____manytimes,buthestillcouldntunderstandit.
A.HavingbeentoldB.Thoughhehadbeentold
C.HewastoldD.Havingtold
18.______behindthedoor,Iwasn’tfoundbythefellow.
A.HiddenB.TohideC.HideD.Havinghidden
19.Helenhadtoshout_____abovethesoundofthemusic.
A.makingherselfhearB.tomakeherselfhear
C.makingherselfheardD.tomakeherselfheard
20.Thepilotaskedallthepassengersonboardtoremain___astheplanewasmakingalanding.
A.seatB.seatingC.seatedD.tobeseating
21.You’dbetterhaveyoursportsjacket_____.It’stoodirty.
A.towashB.washedC.washingD.wash
22.Mostoftheguests_____totheChristmaspartywerecollegestudentsfromforeigncountries.
A.beinginvitedB.invitingC.invitedD.tobeinvited
23.Thecar_______inGermanyinthe1960slooksoldnow.
A.producedB.producingC.toproduceD.whichproduced
24.Iwillgototheparty________.
A.ifinvitedB.ifhavinginvitedC.ifIwasinvitedD.ifIwillbeinvited
25.Thestudents,____atthewaythequestionwasput,didn’tknowhowtoanswerit.
A.beingsurprisedB.surprisedC.surprisingD.havingsurprised
26._____theirstudy,manyChinesestudentsoverseasreturntoChina.
A.HavingbeencompletedB.CompletedC.HavingcompletedD.Completing
27.SwanLakeisafamousballetinfouracts,_____onaGermanfairytale.
A.basingB.basedC.tobaseD.bases
28.______fromothercontinentsformillionsofyears,Australiahasmanyplantsandanimalsnotfoundinanycountryintheworld.
A.BeingseparatedB.HavingseparatedC.HavingbeenseparatedD.Tobeseparated
29._____suchheavypollution,theriverisunlikelytobecleanedupinsuchashorttime.
A.SufferB.HavingsufferedC.BeingsufferedD.Tosuffer
Keys:1-5CACDD6-10AABAD11-15CABBB16-20ACADC21-25BCAAB
26-29CBCB