Unit5Technologyallaround-grammar学案。
教案课件是老师不可缺少的课件，大家应该在准备教案课件了。只有规划好教案课件工作计划，才能使接下来的工作更加有序！你们会写多少教案课件范文呢？为满足您的需求，小编特地编辑了“Unit5Technologyallaround-grammar学案”，供您参考，希望能够帮助到大家。
Unit5Technologyallaround-grammar学案一.快捷识记
过去分词作定语
过去分词作定语有前置和后置两种情况。
1、前置定语
单个的过去分词作定语,通常放在被修饰的名词之前,表示被动和完成意义。
A类：被动意义:
anhonoredguest一位受尊敬的客人
Theinjuredworkersarenowbeingtakengoodcareofinthehospital.
受伤的工人现正在医院受到良好的照料。
B类：完成意义:
aretiredteacher一位退休的教师
Theyarecleaningthefallenleavesintheyard.
他们正在打扫院子里的落叶。
2、后置定语
过去分词短语作定语时,通常放在被修饰的名词之后,它的作用相当于一个定语从句。如:
Thiswillbethebestnovelofitskindeverwritten(=thathaseverbeenwritten).
这将是这类小说中写得最好的。
Whoweretheso-calledguestsinvited(=whohadbeeninvited)toyourpartylastnight?
昨晚被邀请参加你的晚会的那些所谓的客人是谁呀?
二．随堂练习
1.__________withthebeststudents,Istillhavealongwaytogo.
A.HavingcomparedB.Tocompare
C.ComparedD.Compare
2.Themusicofthefilm_________byhimsoundsso___________.
A.playing,excitingB.played,excited
C.playing,excitedD.played,exciting
3.__________againstthecominghurricane,theydarednotleavehome.
A.WarnedB.Havingwarned
C.TowarnD.Warn
4.In__________countries,youcan’talwaysmakeyourself_______byspeakingEnglish.
A.English-speaking,understandB.English-spoken,understand
C.English-speaking,understoodD.English-spoken,understood
5.After_____________theoldman,thedoctorsuggestedthathe___________abadcold.
A.examining,shouldcatchB.examined,hadcaught
C.examining,hadcaughtD.examined,catch
6._____________,Tomjumpedintotheriverandhadagoodtimeinit.
A.BeagoodswimmerB.Beingagoodswimmer
C.HavingbeengoodswimmerD.Tobeagoodswimmer
7.________howtoreadthenewwords,Ioftenlookthemupinthedictionary.
A.HavingnotknownB.Nottoknow
C.Don’tknowD.Notknowing
8.Ashisparent,youshouldn’thaveyourchild___________suchabook.
A.readB.toread
C.readingD.bereading
9.Hereturnedfromabroad______________thathismotherhadbeenbadlyill.
A.heardB.havingbeenheard
C.havingphonedD.havingbeenphoned
答案:
1.C2.D3.A4.C5.C6.B7.D8.C9.D
相关知识
Unit5Lesson1Grammar导学案
古人云，工欲善其事，必先利其器。高中教师在教学前就要准备好教案，做好充分的准备。教案可以让学生更好的吸收课堂上所讲的知识点，帮助高中教师掌握上课时的教学节奏。怎么才能让高中教案写的更加全面呢？以下是小编收集整理的“Unit5Lesson1Grammar导学案”，希望能对您有所帮助，请收藏。
Unit5Lesson1Grammar导学案Tips:Onehourtodayisworthtwotomorrow.争分夺秒效率高。
Learningcontent：Lesson1Grammar
Learningimportantpoints:：Topractiseusingwillfordecisions
Learningdifficultpoints：Topracticeusingclauseswithassoonas,when,before…andclausesofconcession(让步)withalthough＼though
Learningsteps:
Step1默写单词(A级)
1___________________2___________________
3___________________4___________________
5___________________6___________________
Step2Grammar(B级)
我们上单元学习了will的用法，现在我们来继续学习。
1.Will后接动词原形可以表示事先未考虑的意图或突然决定。这种用法通常出现在情形对话中。例如：
----Annisinhospital.
----Oh,really?Ididn’tknow,Iwillgoandvisither.
----Thelightisstillon.
---Iwillgoandturnitoff.
2.以上是我们学习will的第一个用法，下面我们学习第二个。
我们以前学习过一些状语从句，大家能想起来吗?由when等引导的是__________状语从句，because等引导的是__________状语从句，though引导的是__________状语从句，so…that引导的是____________状语从句，sothat引导____________状语从句，where引导____________状语从句，除此之外还有条件，方式状语从句。
今天我们着重讲解will在时间状语从句中的用法。
引导时间状语从句的连词和词组有：
（1）表示当…时：______________,_____________和as.
(2)表示“一…就…”：assoonas,themoment
(3)表示“直到…”：until,till(4)表示“自从…以来”since
(5)表示“在…之前”before(6)表示“在…之后”after
▲在时间状语从句中，若主句谓语动词时一般将来时，从句谓语要用______________时代替将来时，我们可以总结成“主将从现”。例如：
They’llgohomeaftertheyfinishtheirwork.
____________________________________________________
I’llletyouknowassoonashearrivesinBeijing.
____________________________________________________
when,while,as这三个词都可以引导时间状语从句，但他们的侧重点不同。When即可指某一时间点，也可指一段时间；while强调一段时间，所以从句的谓语是延续性的；as强调主语和从句的动作相并发生，常译作“一边…一边…”
学习完了will的用法，我们现在来学习另外一个状语从句：让步状语从句。
引导让步状语从句的连词和词组有_________,____________(虽然)evenif,______________(即使)whatevernomatterwhat(无论什么)whoevernomatterwho(无论谁)等。
though和although都做“虽然”讲，通常可以互换,切记不可与but连用。although比though语气重，多用于句首,;evenif相当于eventhough。例如;
Althoughitwassnowing,itwasnotverycold.
————————————————————————
IwaslatefortheearlybusalthoughthoughIhurried.
____________________________________________________
Evenifheispoor,sheloveshimverymuch.
_____________________________________________________
WhoeverNomatterwhoyouare,youmustworkhard.
_________________________________________________
Step3巩固练习（C级）
1.用括号里的动词的适当形式完成下列句子
（1）We(have)ourmealinthekitchenassoonasit（be)ready.
___________________________________________________
(2)I(buy)someflowersassoonasI(see)aflowerstand.
_______________________________________________________
(3)We(have)a“farewell”partyforyoubeforeyou(go)touniversity.
_______________________________________________________
(4)BeforeI(go)I(help)youwiththewashingup.
_______________________________________________________
2.单选
（1）MrHallunderstandsthat______mathshasalwaysbeeneasyforhim,it’snoteasyforthestudents.
A.unlessB.sinceC.althoughD.when
(2)_________Iknowthemoneyissafe,Ishallnotworryaboutit.
A.EventhoughB.UnlessC.AslongasD.While
(3)_________hehaslimitedtechnicalknowledge,theoldworkerhasalotofexperience.
A.SinceB.UnlessC.AsD.Although
3.改错
（1）Theoldmanisusedtoliveasimplelife.
__________________________________________________-
(2)Heisunhappyalthoughheispoor.
_________________________________________________
小结与反思(今天所学的will的用法与让步状语从句你都学会了吗?)————————————————————————————————————————————————————
Unit 5 Music（Grammar and Useful Structures）教案
Unit5Music（GrammarandUsefulStructures）
Aims
TohelpstudentslearnabouttheAttributiveClausewithaprepositioninfront.
Tohelpstudentsdiscoverandlearntousesomeusefulwordsandexpressions.
Tohelpstudentsdiscoverandlearntousesomeusefulstructures.
Procedures
I.Warmingup
Warmingupbydiscoveringusefulwordsandexpressions
Turntopage35anddoexercisesNo.1,2and3first.Checkyouranswersagainstyourclassmates’.
II.Learningaboutgrammar
1.Readingandthinking
Turntopage34andreadwithmethetextofTHEBANDTHATWASN’t.Asyoureadon,payattentiontoTheAttributiveClause(in/for/with/by＋which/whom),thatis,theattributiveclauseswithaprepositionaheadoftherelativepronounshowninthesentences.
Forreference:Themusiciansofwhomthebandwasformedplayedjokesoneachotheraswellasplayedmusic.However,afterayearorsoinwhichtheybecamemoreseriousabouttheirwork,“TheMonkees”startedtoplaytheirowninstrumentsandwritetheirownsongslikearealband.
2.DoingexercisesNo.1and2onpage35
Turntopage34.Lookatthetwosentences:
Themusiciansofwhomthebandwasformedplayedjokesoneachotheraswellasplayedmusic.
However,afterayearorsoinwhichtheybecamemoreseriousabouttheirwork,“TheMonkees”startedtoplaytheirowninstrumentsandwritetheirownsongslikearealband.
Payattentiontothestructure:preposition+relativepronoun.Usuallyonlytworelativepronouns---whichandwhom---canbeusedintheAttributiveClause,withaprepositionputbeforetheclause.Thatcan’tbeused.Lookatthescreen.Herearemoreexamplesonthiskindofstructure.
1.Thisisthereasonforwhichhelefthishometown.(=why)
2.I’llneverforgetthedayonwhichwestayedtogether.(=when)
3.ThisisthegirlfromwhomIlearnedthenews.
4.ThepersontowhomIspokejustnowisthemanagerthatItoldyouabout.
5.I’llshowyouastoreinwhichyoumaybuyallthatyouneed.(=where)
6.Idon’tlikethewayinwhichyoulaughedather.(=that)
NowgoontodoExerciseNo.2onpage36,thatis,tosortoutthesentences.
III.ReadyusedmaterialsforTheAttributiveClause(in/for/with/by＋which/whom)
Informalstylesweoftenputaprepositionbeforetherelativepronounswhichandwhom:
•Therateatwhichamaterialheatsupdependsonitschemicalcomposition.
•InthenovelbyPeters,onwhichthefilmisbased,themaincharacterisateenager.
•AnactorwithwhomGelsonhadpreviouslyworkedcontactedhimabouttherole.
•Hermanyfriends,amongwhomIliketobeconsidered,gaveherencouragement.
Noticethatafteraprepositionyoucan’tusewhoinplaceofwhom,andyoucan’tusethatorzerorelativepronouneither:
•Isitrightthatpoliticiansshouldmakeimportantdecisionswithoutconsultingthepublictowhomtheyareaccountable?(not---thepublictowhotheyareaccountable.)
•Thevalleyinwhichthetownliesisheavilypolluted.(not---Thevalleyinthatthetown...)
•Arnoldtriedtogaugethespeedatwhichtheyweretraveling.(not---thespeedattheyweretraveling.)
IninformalEnglishweusuallyputtheprepositionattheendinattributiveclausesratherthanatthebeginning:
•TheofficewhichGrahamledthewaytowasfilledwithbooks.
•Jim’sfootballingability,whichhewasnotedfor,hadbeenencouragedbyhisparents.
•Theplaygroundwasn’tusedbythosechildrenwhoitwasbuiltfor.
Inthiscasewepreferwhoratherthanwhom(althoughwhomisusedinformalcontexts).Inrestrictiveattributiveclauseswecanalsousethatorzerorelativepronouninsteadofwhoorwhich(e.g....thechildren(that)itwasbuiltfor).
Iftheverbinattributiveclausesisatwo-or-three-wordverb(e.g.comeacross,fillin,gothrough,lookafter,lookupto,putupwith,takeon)wedon’tusuallyputtheprepositionatthebeginning:
•Youressayisoneofthose(which/that)I’llgothroughtomorrow.(ratherthan...throughwhichI’llgotomorrow.)
•Sheisoneofthefewpeople(who/that)Ilookupto.(not...towhomIlookup.)
InformalwrittenEnglish,weoftenprefertouseofwhichratherthanwhosetotalkaboutthings:
•Ahugeamountofoilwasspilled,theeffectsofwhicharestillbeingfelt.(or...whoseeffectsarestillbeingfelt.)
•Theendofthewar,theanniversaryofwhichisonthe16thofNovember,willbecommemoratedincitiesthroughoutthecountry.(or...whoseanniversaryison...)
Notethatwecan’tuseofwhichinplaceofwhoseinthepatternsdescribedinUnit71B:
•DorothywasabletoswitchbetweenGerman,PolishandRussian,allofwhichshespokefluently.(not..,allwhoseshespoke...)
Wecansometimesusethat...ofinplaceofofwhich.Thisislessformalthanofwhichandwhose,andismainlyusedinspokenEnglish:
•Theschoolthatsheisheadofisclosingdown.(orTheschoolofwhichsheishead...)
Whosecancomeafteraprepositioninattributiveclauses.However,itismorenaturaltoputtheprepositionattheendinlessformalcontextsandinspokenEnglish:
•WeweregratefultoMr.Marks,inwhosecarwehadtraveledhome.(or...whosecarwehadtraveledhomein.)
•InowturntoFreud,fromwhoseworkthefollowingquotationistaken.(or...whoseworkthefollowingquotationistakenfrom.)
IV.Closingdownbydoingexercises:
Jointhesentencehalvesusingwhichorwhomafteranappropriatepreposition.(A)
a.Iwouldneverhavefinishedthework.
b.Itwasprimarilywritten.
c.Weknownothing.
d.Theygotagoodview.
e.Helearnedhowtoplaychess.
f.Dennisscoredthreegoalsinthefinal.
g.Shewasborn.
h.Itwasdiscovered.
1.Theyclimbeduptothetopofalargerock.
2.Iwouldliketothankmytutor.
3.ShehasnowmovedbacktothehouseonLongIsland.
4.ThestaristobenamedafterPatrickJenks.
S.Thisistheball.
6.Heisnowabletobeathisfather.
7.Thebookisenjoyedbyadultsaswellaschildren.
8.Therearestillmanythingsinoursolarsystem.
Keyforreference:
1.Theyclimbeduptothetopofalargerock,fromwhichtheygotagoodview.
2.Iwouldliketothankmytutor,withoutwhomIwouldneverhavefinishedthework.
3.ShehasnowmovedbacktothehouseonLongIsland,inwhichshewasborn.
4.ThestaristobenamedafterPatrickJenks,bywhomitwasdiscovered.
S.Thisistheball.Dennisscoredthreegoalsinthefinal.
6.Heisnowabletobeathisfather,fromwhomhelearnedhowtoplaychess.
7.Thebookisenjoyedbyadultsaswellaschildren,aboutwhomitwasprimarilywritten.
8.Therearestillmanythingsinoursolarsystem,aboutwhichweknownothing.
Arethesecorrectorappropriate?Iftheyare,puta√.Iftheyarenot,giveareason,correctthemandgivealternativesifyoucan.(A)
I.ItsapieceofjewelryacrosswhichIcameinanantiqueshop.---whichIcameacrossinanantiqueshop.(‘cameacross’isatwo-wordverb.)
2.Theextraworkwhichshetookonwasstartingtoaffectherhealth.
3.Mymother,afterwhomIlookedforover20years,diedlastyear.
4.ThepeoplewhomIworkwithareallveryfriendly.
5.Someofthecriticismswithwhichtheyhadtoputupwereveryunfair.
6.Hehadmanyfriendswithwhomhehadaregularcorrespondence.
7.ThewomantowhoheisengagedcomesfromPoland.
8.TheformswhichIhadtofillinwereverycomplicated.
RewritethesesentencessothattheyaremoreappropriateforformalwrittenEnglish.Usepreposition+whichorpreposition+whose,asappropriate.(B)
I.TomSims,whosecartheweaponswerefoundin,hasbeenarrested.TornSims,inwhosecartheweaponswerefound,hasbeenarrested.
2.TomHam,whosenoveltheTVseriesisbasedon,willappearinthefirstepisode.
3.DrJacksonownsthecastlewhosegroundsthemainroadpassesthrough.
4.TessaParsonsisnowmanagingdirectorofSimons,thecompanythatshewasonceasecretaryin.
5.AllowingtheweaponstobesoldisanactionthattheGovernmentshouldbeashamedof.
6.Thedragonflyisaninsectthatweknowverylittleof.
高二英语必修5Unit1Grammar学案
俗话说，凡事预则立，不预则废。教师要准备好教案，这是每个教师都不可缺少的。教案可以让学生们有一个良好的课堂环境，有效的提高课堂的教学效率。那么一篇好的教案要怎么才能写好呢？急您所急，小编为朋友们了收集和编辑了“高二英语必修5Unit1Grammar学案”，大家不妨来参考。希望您能喜欢！
Unit1GreatScientists-Grammar学案
过去分词作定语和表语
--Lookattheexcitedboy!Why
ishesohappy?
--Hehasgotthefirstprizein
thecontest.
--Nowonderheisexcited!
一、过去分词作定语
1.前置定语
被动意义：
anrespectedguest一位受尊敬的客人
Howmanyfinishedproductshaveyougotuptonow?
=Howmanyproductsthathavebeenfinishedhaveyougotuptonow?
到现在为止，你已经得到多少成品？
完成意义：
aretiredworker一位退休的工人
Thechildrenarecleaningthefallenleavesintheyard.
=Thechildrenarecleaningtheleavesthathavefallenintheyard.
孩子们正在打扫院子里的落叶。
总结：________的过去分词作定语，通常放在被修饰的名词之______,作前置定语。表示________和________的意义。
2.后置定语
Thingsseenarebetterthanthingsheard.
=Thingswhichareseenarebetterthanthingswhichareheard.
眼见最好。
Thiswillbethebestnovelofitskindeverwritten.
=Thiswillbethebestnovelofitskindthathaseverbeenwritten.
这将是这类小说中写得最好的。
总结：过去分词短语作定语时，放在被修饰的名词之______，作后置定语，作用相当于一个____________。
注意：
①如被修饰的词是something,anything,everything,nothing,-one,-body以及those等,分词放在被修饰词的后面。
Doyouhaveanythingunfinished?你还有什么没完成的事吗？
Heisoneofthosekidnapped.他是那些被绑架的人之一。
②单个分词也可以作后置定语,用以强调动作。?
Theydecidedtochangethematerialused.他们决定更换使用的材料。
③不及物动词的过去分词仅表示时间的完成,无被动意义。现在分词表示动作正在进行。?
fallenleaves落叶fallingleaves正在下落的树叶
adevelopedcountry发达国家adevelopingcountry发展中国家
theboiledwater(凉）开水?theboilingwater沸水?
二、过去分词作表语
Theteacherseemedquitedelightedattheidea.
Whenweheardofthestory,weweredeeplymoved.
Hishairisnearlyallgone.
过去分词作表语表示主语的_________和_________。
注意：
①作表语的过去分词，________的意味很弱，主要表示动作的_______和某一_______，相当于一个形容词。
Theboatisbroken.
Thestreetiscrowded.
②表示______的过去分词：disappointed,excited,surprised,pleased…
表示______的过去分词：lost,known,married,dressed,gone,drunk…
Latertheyfoundthattheywerelost.
Thehappytimeisgone.
③过去分词作表语：强调____________________
被动语态：强调____________________
Myglassesarebroken.(________)
Myglasseswerebrokenbymylittledaughter.(________)
Hewassurprisedatthenews.(________)
Iwasgreatlysurprisedbyaknockatthedoor.(________)
Practice:
1.这本书很有趣。
2.他对这本书很感兴趣。
3.这个窗户破了。
4.这个窗户是被那个顽皮的男孩儿打破的。
5.站在那儿的男孩儿是我弟弟。
6.他是位高级教师。
7.穿白色衣服的学生是我女儿。
答案
一、
1.总结：单个；前；被动；完成
2.总结：后；定语从句
二、
情绪；状态
①被动；完成；状态
②情绪；状态
③主语所处的状态
主语所承受的动作
Practice:
1.Thebookisveryinteresting.
2.Heisveryinterestedinthebook.
3.Thiswindowisbroken.
4.Thiswindowwasbrokenbuthenaughtyboy.
5.Thechildstandingoverthereismybrother.
6.Heisanadvancedteacher.
7.Thestudentdressedinwhiteismydaughter.
Unit 3 Life in the future Period 5 Grammar教案
Period5Grammar
TheGeneralIdeaofThisPeriod
Thisisthefifthperiod,whichwillcenteronthegrammar:usingthepastparticipleastheadverbialandattribute.Atthebeginningoftheperiod,theteachershouldoffersometimetogooverwhatthestudentslearnedinthelastperiod.?
Latertheteacherhadbetterpresentsomesentencescontainingthepastparticipleusedastheadverbialandattributeonpurposebyaskingthestudentstodosomeexercises.Getthestudentstofindallthesentencescontainingthepastparticipleinthetwopassages.Afterfindingthem,theteachercanaskthestudentstoanalyzethemandunderstandthefunctionofthepastparticipleinthosesentences.Whiledoingit,thestudentsshouldbegivensomeexplanationabouthowtousethepastparticiple.?
Thefollowingstepistopractisemoreaboutthegrammar.Theteachershouldarrangesomeactivitiescarefullyandcreatively.Firstletthemdosomesimpleexercises.Forexample,combinethetwosentencesusingthepastparticipleastheadverbialandattribute.Thenaskthemstudentstomakesomesentencesusingthepastparticiple.?
Besidesthat,theteachershouldhelpthestudentstoreviewtheotherusagesofthepastparticiple.Intheend,letthemwriteapassageusingthepastparticipleproperly.?
Apartfromtheusageofthepastparticiple,theteacherhadbettermakethestudentsunderstandthedifferencebetweenthepastparticipleandthepresentparticiple.Inordertohavethestudentsmasterit,theteachershouldchoosesomeexercisestosupplythestudentswithsomeproblemstodealwith.Bydoingandpracticingmore,thestudentsmaymasterthegrammar.?
TeachingImportantPoints
Tolearnaboutthepastparticipleusedastheadverbialandtheattribute.?
TeachingDifficulties
Toknowthedifferencebetweenthepastparticipleandthepresentparticiple.?
TeachingAids
Multi-mediaclassroomandothernormalteachingtools.?
ThreeDimensionalTeachingAims
KnowledgeAims
Tolearnaboutthepastparticipleusedastheadverbialandtheattribute.?
AbilityAims
Tousethepastparticipleusedastheadverbialandtheattributefreelyandproperlyinspeakingandwriting.?
EmotionalAims
Encouragethestudentstostudybythemselves.?
Makethemknowonlybydoingmoreexercisescantheylearnthegrammarwell.?
TeachingProcedure
Step1Greeting?
T:Hello,myfriends.?
Ss:Hello,MissWang.?
Step2Revision?
T:Doyoustillrememberwhatyoulearnedinthisunit?Pleasesaysomethingaboutthelifeinthefuture.
S:Thelifeinthefutureisquitedifferentfromthepresentlife.?
S:Peopleinthefuturewilltravelbyhoveringcarriage,whichwillbedrivenbycomputer.?
S:Peoplewillsufferfromthelackoffreshair,buttheywillwearmaskstofeelmuchbetter.
S:Inthefuture,equipmentwillmakelifemuchmoreconvenientthannow.?
Ss:...?
T:Good.Nowpleaseanswersomequestionsaccordingtothepassage:IHaveSeenAmazingThings.
Wheredidhevisitinthefirstplace?Whatdidhefindthere??
S:Hisfirstvisitwastoaspacestationconsideredthemostmoderninthispartofspace.Itisanenormousroundplate,whichspinsslowlyinspacetoimitatethepulloftheearth’sgravity.Inside,itisdividedintozoneswithextraordinarilydifferentatmospheresandgravities.Therethealiencreatureslivewhiletheyworkwithhumanspacescientistssearchingfornewworlds.?
T:Excellent.Wouldyoupleasedescribethefriendliestcreatureshemet??
S:Thefriendliestcreaturesarethemu-mu,afamilyfromthePleiadesgroupofstars.Theycanseeinthedarksotheyliveinanareawithoutlightofanykind.TheyhaveassistedinthediscoveryofplanetsroundthefourthstarinthePleiadessystem.Theyspeakinwhispersandeatfoodthatcontainscarbon.Theyhavesixarmsandoneshell-coveredleg.Theymovedforwardbyslowlyshakingfromsidetosideandtheyaretallandthinwithwhiteandblackfaces.?
T:Youdidagoodjob.Whataboutthemostinterestingcreatures??
S:ThemostinterestingcreaturesarethetinydimpodsfromagalaxynearNGC6240.Theyskiparoundthepipesandbetweenthewoodenwallsofthespacestation.Theyrequirethesameatmosphereashumansandaregreatengineers.Theywillbeabletotravelmanylightyearsawayfromtheearth.Theyalsocanproduceaspecialliquidfromtheirbodies.Theyarenoteasytotalkto,becauseyouhavetousealanguage-changertohelpandtheyshoutloudlyinyourear.Theyareverysmallwithmanyarmsandlegs.Theyarepurpleorblueandthecolorchangesdependingontheirmood.?
Step3Presentation
T:Canyoufindthefollowingsentenceinthereadingpassage??
Worriedaboutthejourney,Iwasunsettledforthefirstfewdays.?
T:Inthissentencethepastparticipleisusedasanadverbialphrase.Itisawayofjoiningtwoclausestogether:AsIwasworriedaboutthejourney,Iwasunsettledforthefirstfewdays.Nowpleasepickoutthreemoresentencesfromthereadingpassageswithpastparticiplesusedastheadverbial.Youareallowedtofindasmanysentencesaspossibleintwominutes.?
(Twominuteslater,askthestudentstoreportwhattheyhavefound.)?
S:Well-knownfortheirexpertise,hisparents’companynamed“FutureTours”transportedmesafelyintothefutureinatimecapsule.?
S:Confusedbythenewsurroundings,Iwashitbythelackoffreshair.?
S:Exhausted,Islidintobedandfellfastasleep.?
S:Describedasanenormousroundplate,itspinsslowlyinspacetoimitatethepulloftheearth’sgravity.?
T:Good.Youjustfoundallthesentencescontainingthepastparticiplesusedastheadverbials?.Besidesusingastheadverbials,thepastparticiplescanalsobeusedastheattributes.Canyoufindthesentenceswithpastparticiplesusedasattributes?Finishitintwominutes.?
(Twominuteslater,letthestudentsreadthesesentenceswithpastparticiplesastheattributes.)
S:Myfirstvisitwastoaspacestationconsideredthemostmoderninthispartofspace.?
S:Well-knownfortheirexpertise,hisparents’companynamed“FutureTours”transportedmesafelyintothefutureinatomecapsule.?
S:SoonIwasbackonmyfeetagainandfollowedhimtocollectahoveringcarriagedriven?bycomputer.?
S:Tomorrowyouwillbereadyforsomevisitsorganizedbythecompany.?
S:Themu-mudrinkastrangemixtureofcarrotjuiceandcocoa,whilethedimpodsdrinklemonademixedwithherbs.?
S:Theymoveforwardbyslowlyshakingfromsidetosideonashell-covered“leg”.?
Step4Practising
T:Fromthesentencesmentionedjustnow,whatdoyouknowabouttheusageofpastparticiplesasadverbialsandattributes??
S:Weusepastparticiplesasattributeswhenwewanttojointwoclausestogether,whichisanattributiveclause.?
T:Yes.过去分词作定语,在语态上,表被动;在时间上,表示动作已经发生或完成,与它所修饰的名词有逻辑上的动宾关系。过去分词作定语时,所修饰的名词在逻辑上相当于被动句中的主语,过去分词相当于谓语。?
过去分词作定语表示动作在谓语动作之前发生,已经完成并具有被动意义。有时也不表示时间性。作定语的过去分词一般由及物动词变来,因为只有及物动词才有被动意义。例如:
Heisateacherlovedbyhisstudents.他是个很受学生爱戴的老师。?
也有用不及物动词的过去分词作定语的情况,一般作前置定语,它不表示被动意义,只表示主动意义,强调动作完成。不能像及物动词的过去分词那样放在名词后面作定语。例如:
fallenleaves落叶?
retiredworkers退休工人?
therisensun升起的太阳?
T:Nowcombinethesetwosentencesusingthepastparticipleastheattribute.?
Soonwelostsightofthatfamousastronomer.HeiscalledLiQiang.?
S:SoonwelostsightofthatfamousastronomercalledLiQiang.?
T:Iamgoingtobuyapainting.ItiscopiedfromVincentVanGogh.?
S:IamgoingtobuyapaintingcopiedfromVincentVanGogh.?
T:Ilikethatoldprivatehouse.Itisbuiltofwoodandmud.?
S:Ilikethatoldprivatehousebuiltofwoodandmud.?
T:Theroomiscompletelyempty.Theroomisconnectedtotherestofthehousebyalongpassage.
S:Theroomconnectedtotherestofthehousebyalongpassageiscompletelyempty.?
T:Thequeenwassittinginaroyalcarriage.Thecarriagewasdrawnbyfourhorses.?
S:Thequeenwassittinginaroyalcarriagedrawnbyfourhorses.?
T:Thevehicleismentionedinthebook.Thevehicleisunknowntome.?
S:Thevehiclementionedinthebookisunknowntome.?
T:Thecastleisunderrepair.Itwasbuiltin1432.?
S:Thecastlebuiltin1432isunderrepair.?
T:Justnowwepracticedpastparticiplesusedasattributes.Therearestillsomenotesweshouldpayattentionto.?
注意下面过去分词作定语的几种情况:?
1.单个的过去分词作定语一般放在被修饰的名词之前。例如:?
Weneededmuchmorequalifiedworkers.我们需要更多的合格工人。?
Myfriendisareturnedstudent.我的朋友是个归国的留学生。?
单个分词也可以作后置定语,用以强调动作。例如:?
Theydecidedtochangethematerialused.他们决定更换使用的材料。?
2.过去分词短语作定语要放在被修饰的名词后面,作后置定语,其作用相当于一个定语从句。例如:?
Thestudentdressedinwhiteismydaughter.(=Thestudentwhoisdressedinwhiteismydaughter.)穿白色衣服的学生是我的女儿。?
3.如果被修饰的词是由every/some/any/no+thing/body/one所构成的复合代词或指示代词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:
Isthereanythingunsolved?还有没解决的问题吗？
ThereisnotingchangedheresinceIleftthistown.?
自从我离开这个城镇以来,几乎没有什么变化。?
4.单个过去分词前加一个名词或副词,常用连字符将它们连接起来构成一个复合形容词,放在其修饰的名词前,作前置定语。分词前加的名词表示分词的动作或行为主体,所加的副词表示方式、时间、程度、性质等意义。例如:?
Thisisastate-ownedfactory.这是一家国有工厂。?
Thisisourschool-runfactory.这是我们的校办工厂。?
T:Nowlet’slearnpastparticiplesusedasadverbials.?
分词作状语分词在句子中作状语,可以表示时间、条件、原因、结果、让步、伴随等。分词作状语时,它的逻辑主语与句子的主语一致。作状语的分词相当于一个状语从句。?
例如:??
Accompaniedbyhisfriend,hewenttotherailwaystation.?
Givenbetterattention,theplantscouldgrowbetter.?
Helookedtiredanddepressed,visiblydisturbedbythenewsofhismother’sillness.?
分词在句子中作状语,使用何种分词,要取决于分词与句子主语的关系:主谓关系用现在分词,动宾或被动关系用过去分词。例如:?
1.Nothavingenoughhands,weturnedtothemforhelp.(Wedon’thaveenoughhands.)?
2.Taughtbymistakesandsetbacks,wehavebecomewiserandhandledouraffairsbetter?.(Wearetaughtbymistakesandsetbacks.)?
3.InspiredbytheInternational,theworkingpeopleofallcountrieshavebeenfightingfortheirfinalliberation.(Theworkingpeoplewereinspired/inspiretheworkingpeople.)?
4.Nomatterhowfrequently__________,theworksofBeethovenalwaysattractlargeaudiences.(CET-41995,6)
A.performing
B.performed
C.tobeperformed
D.beingperformed?
本句中贝多芬的作品被反复表演,可见分词与句子的主语之间是被动关系,应该用过去分词,故答案为B。?
5.__________asitwasatsuchatime,hisworkattractedmuchattention.(CET-41996,1)?
A.Beingpublished
B.Published
C.Publishing
D.Tobepublished
本句中as引导的是让步状语从句,意思为:他的作品尽管在被这样的时候出版,还是引起了关注,可见分词与句子的主语之间是被动关系,应该用过去分词,故答案为B。?
T:Nowlet’scombinethesetwosentencesusingthepastparticipleastheadverbial.?
Iwasfrightenedbytheloudnoise.Iwenttoseewhatwashappening.?
S:Frightenedbytheloudnoise,Iwenttoseewhatwashappening.?
T:Hewashitbythelackoffreshair.Hegotabadheadache.?
S:Hitbythelackoffreshair,hegotabadheadache.?
T:Ifeltverytiredafterthelongjourney.Istillenjoyedmeetingthealiensonthespacestation.
S:Tiredafterthelongjourney,Istillenjoyedmeetingthealiensonthespacestation.?
T:Thelittlegirlwasfrightenedbythenoiseoutside.Thelittlegirldarednotsleepinherbedroom.
S:Frightenedbythenoiseoutside,thelittlegirldarednotsleepinherbedroom.?
T:Themuseumwasbuiltin1910.Themuseumisalmost100yearsold.?
S:Builtin1910,themuseumisalmost100yearsold.?
T:Thestudentwasgivensomeadvicebythefamousscientist.Thestudentwasnotworried?abouthisscientificexperimentanymore.?
S:Givensomeadvicebythefamousscientist,thestudentwasnotworriedabouthisscientific?experimentanymore.?
Step5Applying(output)?
T:Nowlet’sdosomeexercisestoapplypastparticiples.?
1.Once__________(recover),hethrewhimselfintohisworkandmadeeveryefforttodoitwell.
2.If__________(translate)wordbyword,thepassagewillbedifficulttounderstand.?
3.Afteranight__________(spend)inexcitementandsleeplessness,Iforcedmyselftotakealongwalkalongthebeachthenextday.?
4.Hewalkedupanddown,__________(lose)inthought.?
5.Susanseldomspeaksinclassuntil__________(speak)to.?
6.Withthewaterpipe__________(choke),therewasn’tanymorewaterforuse.?
7.Withoutanything__________(leave)inthekitchen,theWangsdecidedtoeatout.?
(Theteachershouldletthestudentsdoitfirstandthenchecktheanswers.)?
Suggestedanswers:
1～7:recovered,translated,spent,lost,spoken,choked,left?
Step6Consolidation
T:Inthisperiod,wemainlyfocusonthepastparticipleusedasadverbialsandattributes.Afterclass,wouldyoupleasewriteapassagecontainingpastparticiplesandpresentparticiples,whichshowsthatyouhaveknownhowtousepastparticiplesproperly?Besidesthat,youwillalsohavetofinishtheexercisesonPages57and58topractiseusingthepastparticiple.?
TheDesignoftheWritingontheBlackboard
Unit3Lifeinthefuture
Period5Grammar
PastparticiplesusedasadverbialsPastparticiplesusedasattributes.
1.Worriedaboutthejourney,Iwasunsettledforthefirstfewdays.
2.Givenmoretime,theslowlearnerswouldhavedonebetter.
3.Exhausted,Islidintobedandfellfastasleep.
4.Well-knownfortheirexpertise,hisparents’companynamed“FutureTours”transportedmesafelyintothefutureinatimecapsule.1.Myfirstvisitwastoaspacestationconsideredthemostmoderninthispartofspace.
2.Well-knownfortheirexpertise,hisparents’companynamed“FutureTours”transportedmesafelyintothefutureinatomecapsule.
3.SoonIwasbackonmyfeetagainandfollowedhimtocollectahoveringcarriagedrivenbycomputer.
ResearchandActivities
SupposeyouareSherlockHolmes,thegreatdetective.Youaretellingusthestorylikethis:
OnedayIwassittingatmydesk,absorbedbywhatIwasreadingwhenthedoorbellrang.Ayoungladycamein,frightenedandpuzzled,whichcouldbereadinhereyes.IaskedherwhatIcoulddoforher.ThenshebegantotellmeanaliencreaturecalledFuture,...Pleasecontinuethestorywithyourimagination.Becauseitisfictional,whateveryoumakeupispossible.Youhadbettermakeyourdescriptionsoundreasonableandattractiveonconditionthattherearesomesentenceswithpastparticiplesusedasadverbialsandattributes.?
ReferenceforTeaching
Grammar
现在分词和过去分词的用法?
现在分词和过去分词主要差别在于:现在分词表示“主动和进行”,过去分词表示“被动和完成”(不及物动词的过去分词不表示被动,只表示完成)。分词可以有自己的状语、宾语或逻辑主语等。?
1)分词作状语分词在句子中作状语,可以表示时间、条件、原因、结果、让步、伴随等。分词作状语时,它的逻辑主语与句子的主语一致。作状语的分词相当于一个状语从句。例如:
Hearingthenews,theyalljumpedwithjoy.?
Usingwhatyouknowofwordstemsandwordformations,youcanmakeaguessatthemeaningofanewword.?
Thestudentswentoutoftheclassroom,laughingandtalking.?
Accompaniedbyhisfriend,hewenttotherailwaystation.?
Givenbetterattention,theplantscouldgrowbetter.?
Helookedtiredanddepressed,visiblydisturbedbythenewsofhismother’sillness.?
分词在句子中作状语,使用何种分词,要取决于分词与句子主语的关系:主谓关系用现在分词,动宾或被动关系用过去分词。例如:?
1.__________theearthtobeflat,manyfearedthatColumbuswouldfallofftheedge.(CET-41996,6)
A.Havingbelieved
B.Believing
C.Believed
D.Beingbelieved?
本句意思为:相信地球是平的,许多人担心哥伦布会从边上掉下去。许多人与相信之间是主谓关系,及分词与主语之间为主谓关系。因此,应用现在分词,答案为B。?
2.Nomatterhowfrequently__________,theworksofBeethovenalwaysattractlargeaudiences.(CET-41995,6)
A.performing
B.performed?
C.tobeperformed
D.beingperformed?
本句中贝多芬的作品被反复表演,可见分词与句子的主语之间是被动关系,应该用过去分词,故答案为B。?
3.__________asitwasatsuchatime,hisworkattractedmuchattention.(CET-41996,1)?
A.Beingpublished
B.Published
C.Publishing
D.Tobepublished?
本句中as引导的是让步状语从句,意思为:他的作品尽管在被这样的时候出版,还是引起了关注,可见分词与句子的主语之间是被动关系,应该用过去分词,故答案为B。
2)“while(when,once,until,if,though等连词)＋分词”结构现在分词或过去分词作状语时,有时可以在分词前加while,when,once,although,until,if等连词。例如:?
Whenleavingtheairport,shewavedagainandagaintous.
Whilewaitingforthetrain,Ihadalongtalkwithmysisteraboutherwork.?
Oncerecovered,hethrewhimselfintohisworkandmadeeveryefforttodoitwell.?
Althoughworkingveryhard,hefailedtopassthefinalexam.?
3)分词作定语分词作定语时,单个的分词通常放在被修饰的名词之前,分词短语一般置于所修饰的中心词后面。现在分词修饰的是发出该动作的名词(即与名词有主谓关系),过去分词修饰承受该动作的名词(即与名词是动宾关系)。例如:
1.Wewillgoonwithourexperimentassoonaswegettheaddedfund.?
2.Thisisreallyanexhaustingdaytoallofus!?
3.Wecanseethepartofthemoonlightedbysunlight.?
4.Afteranightspentinexcitementandsleeplessness,Iforcedmyselftotakealongwalkalongthebeachthenextday.?
5.Moreandmoredevelopingcountriesestablishedstrategicpartnershipwithdevelopedcountries.
6.TheyoungsittingbetweenmysisterandmybrotherismycousinJack.?
7.Asearlyas1649Ohiomadeadecisionthatfree,tax-supportedschoolsmustbeestablished?ineverytown__________50householdsormore.(CET-41998,1)?
A.having
B.tohave
C.tohavehad
D.havinghad?
后面由分词作定语,而且town本身有50或以上人家,故town与分词间为主谓关系,应该用现在分词,答案为A。?
4)分词作宾语补足语现在分词在see,watch,hear,observe,notice,feel,find,glimpse,glance等感官动词和lookat,listento等短语动词以及have,keep,get,catch,leave,set,start,send等使役动词后面与名词或代词构成复合宾语,作宾语补语的成分。例如:
Onthetopofthehill,wecouldseesmokerisingfromthechimneysinthevillage.?
Thelittleboysatbesidetherailwaylineandwatchedthetrainsroaringby.?
Weshouldnotleavehimwonderingwhatheshoulddo.?
Iamsorrytohavekeptyouwaitingforsuchalongtime.?
Icaughthimdozingoffinclass.?
过去分词可以在allow,ask,consider,desire,expect,feel,find,get,have,hear,imagine,keep,like,make,observe,order,permit,prefer,remember,request,require,see,urge动词等后面作宾语补足语。例如:
Aftermyencounterwithher,Ifoundmyselfgreatlyshaken.Youshouldkeepherinformed?ofwhatisgoingonhere.?
Theteacherexpectedthestudentswellpreparedfortheexamination.?
在动词see,hear,feel,watch,notice,perceive,observe,listento,lookat后既可用现在分词作补语,也可用不定式作补语。用现在分词表示动作正在进行,用不定式表示的动作的全过程已经完成。例如:
IsawMr.Whitegetoffabus.?
IsawMr.Whitelookingintoashopwindow.?
—Doyouhearsomeoneknockingatthedoor??
—Yes,Idid.Iheardhimknockthreetimes.?
5)分词作表语分词作表语通常看作形容词来用。现在分词表示主语的性质,而且主语多为物;过去分词表示主语的感受或状态,主语多为人。例如:
Thefilm“PearlHarbor”isreallyexciting.Iamexcitedaboutit.?
Hisresponsetothequestionwasquitedisappointing.Ifeltdisappointedathisresponse.
具副词功能的过去分词短语?
和现在分词及短语一样,过去分词（pastparticiples）或过去分词短语（pastparticipialphrases）也可以充当副词,修饰谓语动词。?
过去分词短语可以表达下列四种意思:
(一)方法或活动方式,如:?
Hewalkedupanddown,lostinthought.?
Isatbeforethedeskuntilaftermid-night,absorbedinwriting.?
Surroundedbyahostoffans,thefilmstarlefttheairportexcitedly.?
(二)原因,如:?
Greatlydisappointed,somestaffdecidedtoleavetheplace.?
Takenbysurprise,theenemysurrendered.?
(三)时间,如:?
Bornandbredinaturbulentage,theoldergenerationofpeopleexperiencedallsortsofhardships.
Throwntothefloor,theboyregainedhisfootingafewminuteslater.?
(四)条件,如:?
Givenmoretime,theslowlearnerswouldhavedonebetter.?
Criticizedbysomeoneelse,Tonywouldnothaveflareduplikethat.?
除了直接修饰动词之外,过去分词或短语也可以和连词合组成短语,表示下列四种意思:
⒈由when,whenever,while,until等连词引导,表示“时间”,如:?
Whenaskedabouthispreviousjob,Billsaidhehadbeenamotormechanic.?
Susanseldomspeaksinclassuntilspokento.?
⒉由where,wherever连词引导,表示“地点”,如:
Mosquitoesshouldbecompletelyexterminatedwherefound.?
Retireesingoodhealthshouldbeinvitedtoreturntoworkwhereverneeded.?
⒊由if,unless引导,表示“条件”,如:
Ifkeptfortoolong,somemedicineswilllosetheireffectiveness.?
Wehavemadeapointofnotattackingunlessattacked.?
⒋由though,although,eventhough连词引导,表示“让步”,如:?
Thoughwarnedofthedanger,theystillwentmountaineering.
Eventhoughdefeatedforasecondtime,ourteamdidnotgiveuphopefortheultimatevictory.?
此外,过去分词短语还可以和介词“with”或“without”连用,具副词作用。如:?
Withthewaterpipechoked,therewasn’tanymorewaterforuse.?
Withoutanythingleftinthekitchen,theWangsdecidedtoeatout.?
最后,过去分词短语,在适当情况下,可以有自己的主语而变成独立结构（theabsoluteconstruction）,如:?
Theoldmanlistened,hisheadinclinedtooneside.?
